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PROJECTS     IN 
ACTION    ENGLISH 


SOCLAXIZED    RECITATIONS    IN 
COMPOSITION  AND  GR-\M:\IAR 


BY 

FANNIE  O.  JOHANSEN 

Teacher  of  English,  Shiirtkf  Junior  High  School, 
Chelsea,  Mass. 


BOSTON 

RICHARD   G.   BADGER 

THE    GORHAM    PRESS 


ys  6" 


Copyright,  1920,  by  Richard  G.  Badger 


All  Rights  Reserved 


Made  in  the  United  States  of  America 


The  Gorham  Press,  Boston,  U.  S.  A. 


DEDICATED  TO   THE 

STUDENTS  OF  THE  ENGLISH   CLASSES 

ROOM    8 

SHURTLEFF   JUNIOR    HIGH    SCHOOL 

CHELSEA,    MASSACHUSETTS 


c>  u 


FOREWORD 

COMPOSITION   AS  A   TRAINING   IN    THOUGHT 

English  composition  deals  directly  with  the  expression  of 
thought  which  the  student  has,  or  which  the  teacher  may 
*^    help  him  to  have. 

f\)         Therefore  it  is  the  duty  of  the  teacher  to  guide  and  direct 
0^     the  students  through  : 

J  I.     The  period  of  oral  preparation,  which  means,  to  dis- 

ff^    cover  what  the  students  think  that  is  worth  saying. 
^         II.     The  period  of  written  composition,  which  is  merely 
^     giving  them  an  opportunity  to  say  what  they  think  is  worth 
k    saying. 

^        III.     The  period  of  correction,  which  helps  them  to  say 
-.    what  they  have  to  say  correctly  and  effectively. 
-U        The  language  growth  that  counts  comes  from  within  and 
it  is  of  great  consequence  that  pupils  be  trained  to  think  and 
^  speak  effectively. 

In  order  to  train  thought,  in  this  way,  for  live  composi- 
tion work,  students  must  deal  with  subject  matter  in  which 
they  have  a  vital  interest,  and  about  which  they  really  have 
something  to  say. 

Just  here,  let  us  consider  the  two  rich  fields  of  subject 
matter  for  the  training  of  thought. 

/.     The  Direct  Source 

Here,  the  students  may  use  their  fund  of  experience; 
their  creative  imagination;  hosts  of  incidents  and  stories 

5 


6  FOREWORD 

and    their    activity    in    society — however    small    this    may 
be. 

//.     TJie  Indirect  Source 

This  source  sums  up  a  knowledge  that  the  pupil  has  or 
can  obtain  from  class  teaching  or  from  general  or  specific 
reading. 

The  primary  object  of  composition,  whether  it  be  oral 
or  written,  should  be  the  expression  of  ideas  which  come 
from   originality,   spontaneity,    freedom,   and  individuality. 

Immediate  expression  of  ideas,  according  to  Dewey,  is 
fatal  to  thinking.  It  is  only  when  ideas  are  turned  over  and 
over,  the  reasons  for  retaining  them  at  all  selected,  their 
value  determined — that  there  is  any  real  thinking. 

The  problem,  then,  is  to  direct  the  students'  oral  and  writ- 
ten speech  used  for  practical  and  social  ends,  so  that  gradu- 
ally it  shall  become  a  "conscious  tool  of  conveying  knowl- 
edge and  assisting  thought." 

The  Rochester  Course  of  Study  gives  a  splendid  illustra- 
tion of  the  relation  of  psychology  to  composition  when  it 
reads  in  a  climax  paragraph  as  follows :  "Fingers  and 
tongues  must  be  trained  through  much  positive  and  per- 
sistent practice  to  respond  quickly  and  accurately  to  the 
call  of  the  mind."  In  the  field  of  composition  and  language 
it  is  knowledge  reduced  to  practice  that  counts. 

According  to  McMurry  the  field  of  thought  is  never  a 
level  plain.  It  may  rather  be  likened  to  a  mountain  range 
wherein  the  important  ideas  stand  out  as  distinct  mountain 
peaks.  It  is  so  in  composition.  The  topic  sentences  are 
mountain  peaks;  the  associated  details  and  ideas  are  com- 
pared to  the  general  mass  of  ranges  grouped  about  the  dis- 
tinctive peaks. 


FOREWORD  7 

When  composition  is  used  to  train  thought,  it  affords  a 
more  general  preparation  for  later  living  and  when  a  stu- 
dent has  been  trained  to  articulate  thought,  that  is,  when 
he  knows  definitely  what  he  wishes  to  say  and  when  he  has 
been  able  to  choose  words  that  will  compel  the  hearer  to 
think  of  this  alone, — "then  he  has  formed  habits  of  scrutiniz- 
ing more  carefully  the  grounds  for  his  own  belief  and  of 
watching  more  carefully  the  ordering  of  his  ideas." 

Fannie  O.  Johansen. 


NUGGETS  FROM  PALMER 

"In  the  teaching  of  Enghsh  the  new  movements  are  a 
striking  contrast  to  ^hose  of  the  past." 

REQUISITES 

I.  First  hand  contact  with  the  natural  world. 

II.  First  hand  contact  with  humanity. 

III.  Active  ways  of  learning. 

IV.  Sympathy  for  children. 

V.     Achievement  to  use  force  ana  grace  in  English. 

RESULTS :     "self-development" 

I.  I  Insuring  a  rich  thought  life. 

II.  Fostering  opportunities  for  expression. 

III.  Encouraging  worthy  effort. 

IV.  Providing  practice  for  right  speech. 

"True  expression  is  always  self-expression  and  for  self- 
expression  more  is  required  than  the  committing  to  memory 
of  ideas." 

NUGGETS  FROM  DEWEY 

"The  school  is  not  a  preparation  for  life — it  is  life." 
Growth  means   the  child's   freedom,   self-expression,   in- 
dividuality,   spontaneity,    play,    interest,    and    natural    un- 
folding. 

9 


lo  NUGGETS 

A  lesson  in  grammar  in  order  to  be  vital  must : 
I.     Deal  with  the  child's  own  thought. 
II.     Be  directed  to  the  class. 

III.  Require  concentration. 

IV.  Give    opportunity     for    the    expression    of    ideas 
through  the  use  of  effective  English. 


GRAMMAR  THROUGH  ACTION 

Action  is  the  basis  for  the  test  of  sentence  structure. 

All  actions  to  be  eft'ective  must  be  given  naturally  with- 
out lengthy  planning  or  polished  preparations. 

Only  such  actions  as  would  be  a  credit  to  an  educational 
institution  should  be  allowed  in  the  classroom. 

For  example : — actions  having  a  tendency  toward  bur- 
glary or  theft  of  any  kind  should  be  discouraged. 

The  following  lessons  have  been  constructed  with  the 
motto  of  the  school — "Upright  and  Loyal" — kept  ever  in 
the  foreground. 


CONTENTS 

PAGE 

Foreword 5 

Nuggets  from  Palmer      9 

Nuggets  from  Dewey 9 

Grammar  through  Action 10 

Outline ■ 15 

Outline  Clues 16 

Aims  of  the  Action  Lessons 18 

Introduction 19 


PART  I— ORAL  PROJECTS 

Actions  for  First  Year  of  the  Junior  High  School 

I     Required:  a  declarative  sentence 25 

II     Required:  a  declarative  sentence 26 

III  Required:  a  declarative  sentence 27 

IV  Required:  an  interrogative  sentence 28 

V     Required:  an  imperative  sentence  (request  or  command)  and 

a  declarative  sentence 29 

VI     Required:  an  exclamatory  sentence 30 

VII     Required:  a  sentence  in  the  natural  order 31 

VIII     Required:  an  inverted  sentence 32 

IX     Required:  an  inverted  sentence 33 

X     Required:  an  inverted  sentence 34 

XI     Required:  a  sentence  divided  to  show  the  complete  subject 

and  predicate  in  theirnatural  order 34 

XII     Required:  a  sentence  showmg  the  complete  and  simple  sub- 
ject given  in  the  inverted  order    36 

XIII  Required:  a  sentence  showmg  complete  predicate  and  simple 

predicate  in  the  natural  order 38 

XIV  Required:  nouns — common,  proper,  collective,  and  abstract  39 
XV     Required:  verbs  and  adverbs 40 

XVI     Required:  nouns,  pronouns,  and  adjectives      .....  42 

II 


12 


XVII 

XVIII 

XIX 


XX 

XXI 

XXII 

XXIII 

XXIV 

XXV 

XXVI 

XXVII 

XXVIII 

XXIX 

XXX 

XXXI 

XXXII 

XXXIII 

XXXIV 

XXXV 

XXXVI 

XXXVII 

XXXVIII 

XXXIX 

XL 

XLI 

XLII 
XLI  1 1 

XLIV 

XLV 

XLVI 

XLVII 

XLVIII 

XLIX 

L 


CONTENTS 

FACE 

Required:  prepositions,  interjections,  and  conjunctions   .      .  44 

Required:  a  proper  and  a  common  noun 46 

Required:  a  subject  with  modifiers 

a  verbal  and  descriptive  adjective  modifying  the  simple 

subject  or  noun  in  the  predicate 4S 

Required:  a  sentence  containing  two  adjectives  modifying  a 

noun  in  the  subject  or  predicate 51 

Review  Lessons:  Fundamental  Clues 52 

Required:  a  sentence  containing  an  adjective  phrase        .      .  57 

Required:  an  adjective  phrase 58 

Required:  an  adjective  phrase 60 

Required:  an  inverted  sentence,  a  descriptive  adjective,  an 

adjective  phrase,  and  an  adverbial  phrase 62 

Required:  an  adverbial  phrase,  a  verbal  or  compound  ad- 
jective, and  an  adverb  (of  manner)    64 

Required:  four  classes  of  adjectives 65 

Required:  an  adjective  phrase 66 

Required:  an  adjective  phrase 68 

Required:  phrases — optional — adjective  or  adverbial       .      .  70 

Required:  a  relative  clause 71 

Required:  a  relative  clause 73 

Required:  a  grammatical  construction  in  review   ....  73 
Required:  a  complex  sentence — one  independent  clause  and 

one  dependent  clause 75 

Required:  an  adverbial  clause  of  time 76 

Required:  a  clause  of  condition  or  a  clause  of  time     ...  78 

Required:  a  relative  clause  or  an  adverbial  clause  of  time     .  79 
Required:  a  clause  (optional) — a  relative  clause,  an  adverbial 

clause  of  time,  or  an  adverbial  clause  of  condition      .      .  81 

Required:  transitive  verb  and  direct  object 82 

Required:  a  direct  object 84 

Required:  a  noun  as  the  direct  object  of  the  verb  and  a  noun 

as  the  object  of  the  preposition 86 

Required:  a  direct  object 88 

Required:  noun,   pronoun,   adjective,   and  adjective  phrase 

or  verb,  adverb,  and  adverbial  phrase 90 

Required:  a  grammatical  construction  (one  or  more)  optional  92 

Required:  an  indirect  object 94 

Required:  an  indirect  object 96 

Required:  a  direct  object 97 

Required:  a  direct  object  of  the  verb 98 

Required:  group  I  or  group  II  with  the  construction       .      .  99 

Required:  a  grammatical  construction — optional  ....  102 


CONTENTS 


13 


PART  II— WRITTEN  PROJECTS 

PAGE 

I  Letters 107 

II  Mental  Pictures  of  Review  Actions 112 

III  Mental  Picture  of  an  Action  in  Review 114 

IV  Mental  Action n8 

V  Action 

Required:  a  transitive  verb  and  a  direct  object,  or  an  ad- 
verbial clause 1 20 

VI     Mental  Pictures 

Second  Year  0}  the  Junior  High  School 

VII-XVI     Construction    in    Technical    Grammar    Continued    in 

Detail  through  Action 121 

Actions  for  Third  Year  of  the  Junior  High  School 

XVII     Required:  a  loose  sentence 136 

XVIII     Required:  loose  or  periodic  sentences 137 

XIX     Required:  a  sentence  either  loose  or  compound-complex  138 

XX     Required:  a  descriptive  sentence — loose  or  periodic — to  paint 

a  picture  in  words 140 

XXI     Required:  a  compound  sentence — two  or  more  independent 

clauses 141 

XXII     Required:  sentences — loose  and  complex  .      .      .  ^  .      .      142 

XXIII  Required:  compound,  periodic,  or  loose  sentences             .      .      144 
Required:  five    fundamental    sentences    required    for    com- 
position construction 146 

XXIV  Required:  optional — compound-complex,    loose,    compound, 

periodic 147 

XXV     Required:  sentences — optional,  using  any  suggestion  received 

from  the  action 149 

XXVI     Required:  one   of  the   five   foundational  sentences   used   in 

composition ;, 150 

XXVII     Required:  simple,  complex,  or  compound  sentences;  loose  or 

periodic  sentences 152 

XXVIII     Required:  simple,  complex,  or  compound  sentences;  loose   or 

periodic  sentences 154 

XXIX     Required:  foundational  sentences — optional 155 

XXX     Required:  sentences — optional 157 

XXXI     Required :  several  sentences  combined  to  make  a  paragraph  or 

two 159 

■^-^•^Ll' I  Mental  Actions 162 


14  CONTENTS 

PART  III— COMPOSITIONS 

PAGE 

Outlines 173 

Development  of  Composition 177 

I     A  Soldier's  Morale 178 

II     The  Queer  Christmas  Gift 179 

III  The  Wrecking  Master 180 

IV  And  They  Thought  We  Couldn't  Fight 181 

V     Poor  Hunny's  Christmas  Tree 182 

VI     Harvard  Versus  Yale 183 

VII     Downing  'Em 184 

VIII     The  End  of  a  Perfect  Day 186 

IX     Two  Dreams  That  Came  True 188 

X     And  a  Little  Child  Shall  Lead  Them 189 

XI     A  Thanksgiving  Letter  from  the  Postman's  Bag   .      .      .    190-192 

XII     A  Western  Girl's  Christmas 195 

XIII  Hearts  of  Men 196 

XIV  A  Country  Rube 198 

XV     His  Decision 201 

XVI     Springtime  Again 204 


OUTLINE 


DEVELOPMENT    OF    SENTENCE   STRUCTURE   THROUGH    ACTION 


Kinds 

of  Simple  Sentences 

I. 

declarative 

III. 

imperative 

II. 

interrogative 

IV. 

exclamatory 

Order 

of  Sentences 

I. 

natural 

II. 

inverted 

Divisions  of  Sentences 

I.     subject, — simple  and  complete 
Group  II.  Cases 

1.  noun  I.     nominative 

2.  pronoun       2.     dative 

3.  adjective      3.     accusative 

II.     predicate — simple  and  complete 
Group  I. 

1 .  verb 

2.  adverb 


subject 

indirect  object 
direct  object 


Modifiers  of  the  Subject 


limiting 

verbal 

I. 

adjecti\'e 

descriptive 

proper 

compound 

possessive 

II. 

adjective  phrase 

III. 

relative  clause 

15 


i6  OUTLINE 

Modifiers  of  the  Predicate 
I.     adverbs 
II.     adverbial  phrases 
III.     adverbial  clauses 

Compound  sentence 
Complex  sentence 
Compound-complex  sentence 
Loose  sentence 
Periodic  sentence 

OUTLINE  CLUES 

DEVELOPMENT   OF   SENTENCE   STRUCTURE  THROUGH    ACTION 

Kinds  of  Simple  Sentences 

I.  declarative  (states  a  fact) 

II.  interrogative  (asks  a  question) 

III.  imperative  (commands  or  requests) 

IV.  exclamatory  (strong  or  sudden  feeling) 

Order  of  Scntemes 

I.     natural  (subject  first;  predicate  last) 

II.     inverted  (all  or  part  of  predicate  first) 

Diz'isions  of  Sentences 

I.     subject  simple  (one  nor.n) 

complete  (noun  and  modifiers) 

II.     predicate  simple  (one  verb) 

complete  (verb  and  modifiers) 

Predicate  Parts  of  Speech   (Group  I) 

verb  (shows  action  or  asserts) 

adverb  (modifies  verb,  answers 

questions,  how,  ivhen,  where f) 


OUTLINE  17 

Subject  Parts  of  Speech  (Group  II) 

noun 

common  (names  a  thing) 

proper  (names  a  person,  place  or  thing) 

abstract  (name  of  action  or  quahty) 

collective  (group  used  as  one) 

pronoun  (used  in  place  of  noun) 

adjective  (modifies  a  noun) 

Modiiiers  of  the  Subject 

I.     adjective  limiting  verbal 

descriptive  proper 

compound  possessive 

II.     adjective  phrase:  (group  of  words  that  modify  the 
noun) 
III.     relative  clause:     (group  of  words  that  contains  a 
subject  and  predicate  and  modify  a  noun) 

Modifiers  of  the  Predicate 

I.     adverb — modifies  verb :  answers  how,  when,  where. 
II.     adverbial  phrase — ((group  of  words  that  modifies 
verb,  answers  questions  how,  when,  where). 
III.     adverbial   clause — (group    of   words   containing   a 
subject  and  predicate  that  modifies  a  verb). 

Compound  Sentence:  two  or  more  independent  clauses. 
Complex  Sentence:  one  independent  clause  and  one  or  more 

dependent  clauses. 
Com  pound-Corn  phw   Sentence:   two    or   more    independent 

clauses  and  one  or  more  dependent  clauses. 
Loose  Sentence:  grammatical  close  before  the  end. 
Periodic  Sentence:  sentence  sense  depends  on  last  word. 


i8  AIMS  OF  THE  ACTION  LESSONS 

* 

I.  Retain  underlying  thought  given  by  action. 

II.  Aim  for  change  of  subject  and  predicate. 

III.  Vary  vocabulary. 

IV.  Bring  into  play : — vivid  imagination, 

— past  experiences, 
— other  people's   opinions, 
through   world  activities   in  the  business  and  so- 
cial life. 


INTRODUCTION 

In  the  following  pages  are  laid  out  type  lessons  in  Eng- 
lish grammar  and  composition  in  which  the  situations  were 
so  created  as  to  awaken  response  on  the  part  of  the  stu- 
dents. 

EXAMPLE    OF    FIRST    GIVEN    LESSON 

After  the  assembling  of  the  first  year  junior  high  Eng- 
lish class,  I  said  to  them : 

'T  wish  to  leave  the  lesson  in  your  hands  today  as  far  as 
possible  and  as  long  as  you  prove  capable  of  handling  it. 
I  shall  be  here  only  as  a  guide,  so  all  the  heavy  work  must 
be  done  by  you." 

Immediately  the  students  began  to  show  interest  in  the 
plan. 

'T  should  like  to  have  one  or  two  members  in  the  class  go 
to  the  front  of  the  room  and  act  out  a  sentence  (a  very  sim- 
ple action  will  please  me  best)  and  in  that  sentence  I  wish 
the  class  to  find  a  noun — either  proper  or  common." 

After  thinking  a  few  minutes  one  or  two  pupils 
timidly  raised  their  hands.  This  was  encouraging.  Helen, 
when  called,  walked  to  the  front  of  the  room,  caught  up 
her  little  white  apron  with  her  left  hand,  scattered  imag- 
inary seeds  with  her  right  and  called  in  a  clear  tone,  "Come 
— chick,  chick,  chick!" 

Immediately  the  students  showed  the  feeling  of  satisfac- 
tion that  they  had  received  from  the  simple,  clear-cut,  well- 
acted  sentence  in  the  following  results  : 

19 


20  INTRODUCTION 

1.  Helen  fed  the  chickens  in  the  yard. 

proper  noun — Helen, 
common — chickens,  yard. 

2.  Mother  fed  the  hens  in  the  barn. 

common  noun — hens,  barn. 

3.  She  fed  her  pets  from  the  steps. 

common  noun — pets,  steps. 

4.  Aunt  Martha  fed  the  geese  in  the  field. 

proper  noun — Aunt  Martha, 
common  noun — geese, 
common  noun — field. 

The  pupils  wrote  the  lesson  on  the  blackboard  and  under- 
lined the  required  noun. 

After  the  sentences  had  been  corrected  on  the  board  dif- 
ferent pupils  were  asked  to  find  a  preposition  in  each  sen- 
tence. 

Answers  were  given  as  follows : 

Sentence  i — in 

Sentence  2 — in 

Sentence  3 — from 

Sentence  4 — in 

After  finding  the  prepositions,  pupils  discussed  the  use  of 
that  particular  part  of  speech  and  so  found  its  relation  to 
the  rest  of  the  sentence  and  they  gave  to  that  group  of 
words  used  with  the  preposition  the  name — prepositional 
phrase. 

From  this  knowledge — through  action  lessons,  the  adjec- 
tive and  adverbial  phrases  were  taught  without  any  diffi- 
culty. 

As  lessons  progressed,  improvement  was  marked  in  the 
increase  of  vocabulary  and  in  the  depth  of  thought.  It  was 
noticeable   after   a    few   weeks'    work   that   students   were 


INTRODUCTION  21 

gathering  outside  information  from  the  big  quarries  of  sub- 
ject matter — history,  geography,  science,  Hterature,  biol- 
ogy and  current  events.  They  were  also  seeking  the  libraries 
to  find  up-to-date  material  that  would  prove  worth  while. 


SECOND    EXAMPLE    LESSON     ( ADVANCED) 

Clauses:  Required — a  relative  clause 

A  timid  little  girl  asked  permission  to  act  out  a  sentence. 
I  consented  at  once.  At  the  front  of  the  room  she  aston- 
ished me  by  asking  this  question : — "May  I  have  John, 
George,  Anthony,  Walter,  Robert,  and  Arthur?" 

Very  much  surprised,   I  answered,   "Yes." 

They  whispered  quietly  together  for  several  seconds  and 
then  began  to  act  their  sentence.  One  of  the  boys  took 
a  small  stepladder  (3  steps)  from  the  closet  and  the  girl 
climbed  to  the  top  stair.  The  boys  formed  a  company  at 
the  opposite  side  of  the  room  with  their  leader  at  the  head. 
They  marched  across  the  front  of  the  room  until  they  came 
to  the  girl. 

She  immediately  flung  out  an  American  flag  and  said, 
"Shoot  if  you  must  this  old  gray  head — but  spare  your 
country's  flag!" 

The  leader  stepped  up  and  said,  "Who  touches  a  hair  of 
yon  gray  head — dies  like  a  dog — march  on!" 

The  boys  marched  on — to  their  seats.  The  action  was 
greeted  with  enthusiasm.  Sentences  as  tests  were  given  as 
follows : 

I.  Barbara  Frietchie,  who  lived  in  the  Civil  War,  was 
a  heroine. 

who   lived   in  the   Civil   War — a   relative   clause. 


22  INTRODUCTION 

2.  Stonewall  Jackson,  who  was  the  leader  of  his  com- 
pany, was  a  gentleman. 

who  was  the  leader  of  his  company — a   relative 
clause. 

3.  Barbara  Frietchie,  who  offered  her  life  to  her  coun- 
try, loved  her  flag. 

who   offered   her  life  to  her  country — a   relative 
clause. 

4.  Barbara   Frietchie  called  out  to   Stonewall  Jackson, 
who  was  the  leader  of  his  troop. 

who  was  the  leader  of  his  troop — a  relative  clause. 
Many  and   varied  may   be  the   scenes  portrayed   in  the 
English  classroom,   for  when  carefully  handled  by  an  in- 
terested teacher,  the  so-called  dead  lessons  may  be  made 
very  active  and  vital. 


PART  I 
ORAL  PROJECTS 


TYPE    LESSONS    TAKEN    FROM    ACTUAL    CLASSROOM 

RECITATIONS 


PROJECTS  IN  ACTION  ENGLISH 


First  Year  of  the  Junior  High  School 

I 

English  instructor:  I  have  a  thought  in  mind  which 
might  be  shown  through  a  simple  action. 

Is  there  any  one  in  the  class  who  would  volunteer  to 
show    us    a   clear-cut    thought    through    action? 

ACTION 

A  boy  with  a  pencil  and  a  ruler  stepped  to  the  front  of 
the  room.    He  cleverly  imitated  a  z'ioliuist. 

Instructor:  Your  action  was  simple  and  clear.  When 
any  action  is  completed  you  must  make  clear  to  your  class- 
mates just  what  you  require  in  return.  In  other  words, 
have  your  test  ready. 

Pupil  (facing  the  class)  :  Required:  a  declarative  sen- 
tence. 

The  lesson  may  take  the  form  of  the  socialized  recitation 
where  the  pupils  are  left  in  charge.  The  teacher  may  call 
by  name  cards  for  the  required  sentences. 

SENTENCES   GIVEN    BY    PUPILS 

1.  The  boy  played  on  his  violin. 

2.  The  musician  played  before  the  king. 

3.  The  boy  violinist  played  before  the  great  artist. 

4.  The  student  played  at  the  recital. 

5.  She  invited  her  guests  to  the  violin  recital. 

25 


26  PROJECTS  IN  ACTION  ENGLISH 

6.  The  great  player  was  hidden  behind  the  palms. 

7.  The  violinist  was  wrapped  up  in  his  muric. 

8.  Her  brother  practised  on  the  violin. 

9.  Elman  played  his  violin  at  the  Opera. 

10.  The  talented  violinist  joined  the  Symphony 
Orchestra. 

ORIGINAL    SENTENCE 

The  great  violinist  thrilled  the  tremendous  audience  at 
the  Opera  House. 

Any  number  of  sentences  may  be  given  by  the  pupils 
at  the  close  of  each  action.  Before  a  new  action  is  taken  up 
the  pupil  who  presented  the  original  action  gives  his  sen- 
tence in  order  that  the  class  may  see  who  has  come  nearest 
his  own  thought  and  vocabulary. 

II 

ACTION 

A  girl  drczv  two  chairs  info  a  corner.  She  called  another 
classmate  to  aid  her.  After  seating  themselves,  the  leader 
took  hei  companion's  hand  and  began  as  follozcs:  "I  see 
in  your  palm  a  long  and  successful  life.  You  ivill  meet 
zvith  some  disappointment  and  sorrozv.  There  are  long 
journeys  ahead  of  you  and  I  see  some  changes.  Come 
again  during  the  year  and  I'll  tell  you  more." 

The  interest  created  was  plainly  visible  in  the  faces  of 
the  pupils. 

Pupil  (facing  classmates):  Required:  a  declarative 
sentence. 

SENTENCES 

1.  The  gypsy  told  the  girl's  fortune. 

2.  The  old  Indian  read  the  young  lady's  palm. 


ORAL  PROJECTS  27 

3.  The  shabby  fortune  teller  at  the  gypsy  camp  charged 
*     fifty  cents  for  a  reading. 

4.  The  gypsies  in  the  Norton  Woods  were  noted  fortune 
tellers. 

5.  She  took  the  part  of  a  fortune  teller  at  the  church 
fair. 

6.  The  pretty  girls  looked  worried  over  the  fortune. 

7.  The  old  gypsy  told  hundreds  of  fortunes  a  day. 

8.  The  farmer's  daughter  stole  away  to  the  gypsy  tent 
to  hear  her  fortune. 

9.  My  cousin  did  not  believe  the  fortunes  told  by  the 
Indian. 

ORIGINAL    SENTENCE 

The  old  wrinkled-faced  gypsy  told  my  sister's  fortune. 
(It  is  already  noticeable  that  each  pupil  tries  to  improve 
in  both  thought  and  vocabulary  over  the  sentences  given.) 
Caution :    Lead  pupils  to  use  clear-cut  verbs. 

Ill 

ACTION 

A  hoy  stepped  to  the  front  of  the  room  and  pulled  an 
imaginary  rope.  He  accompanied  the  motion  with  these 
zvords:     ''Ding-dong!    Ding-dong!" 

Required:  a  declarative  sentence. 

SENTENCES 

1.  The  old  sexton  rang  the  village  bell  at  sunset. 

2.  The  patriots  of  Philadelphia  rang  the  liberty  bell 
for  joy. 

3.  The  townsmen  rang  the  bell  for  the  assembling  of 
the  drafted  men. 


28  PROJECTS  IN  ACTION  ENGLISH 

4.  The  big  bell  pealed  out  in  triumph  on  Victory  Day. 

5.  The   old   white-haired   sexton   began  his   daily   toil. 

6.  The  favorite  music  of  the  old  village  bell  rang  out 
on  the  clear  air. 

7.  The  little  boy  counted  a  dozen  rings  of  the  village 
bell. 

8.  He  watched  the  heavy  bell  as  it  rocked  back  and 
forth  in  the  belfry. 

9.  The  boys  of  the  village  gathered  around  the  jolly 
old  sexton. 

10.  All  the  bells  in  the  city  nearly  cracked  with  joy 
on  Victory  Day. 

ORIGINAL    SENTENCE 

The  old  village  sexton  rang  the  bell  on  the  Fourth  of 
July. 

IV 

ACTION 

Tzvo  boys  engaged  in  the  following  conversation  at  the 
front  of  the  rooii:  "Good  morning.  I  haz'c  a  nezc  book 
zcifh  me  today.  It  is  a  fine  seller.  It  is  one  of  the  set 
called  'The  Nezv  Educational  Series.'  There  are  fifteen 
z'oluines  in  the  set.  Can  I  interest  you?"  "No,  sir.  I  do 
not  care  to  buy  any  books.     Good-day!" 

Required:  an  interrogative  sentence. 

SENTENCES 

1.  Did  the  judge  buy  the  books? 

2.  Were    the   volumes    expensive? 

•  3.     Did  the  book  agent  sell  the  set  to  Dr.  Dammons? 


ORAL  PROJECTS  29 

4.  Have   you    decided    to    buy    the   "New    Educational 
Series"  ? 

5.  Did  the  company  give  the  book  agent  that  district? 

6.  \Ya.s  the  book  agent  a  clever  talker? 

7.  Did  the  agent  show  you  a  sample  of  the' leather-bound 
copy  ? 

8.  Can  the  books  be  delivered  by  Christmas? 

9.  Didn't   the  dealer   approve  the   books? 

10.  Was  that  a  noted  set  of  books? 


ORIGINAL  SENTENCE 

Was  that  New  York  agent  the  best  book  seller  in  the 
country  ? 

V 

ACTION 

A  girl  seated  at  the  table  imitated  a  stenographer  taking 
notes  and  typing  letters. 

Required:  an  imperative  sentence  (request  or  com- 
mand), and  a  declarative  sentence. 

SENTENCES 

1.  Please  take  the  following  letters. 

2.  Please  inform  the  firm  of  Admon  and  Coggin  that 
they  send   in   order   sheets    immediately. 

3.  Send  out  all  letters  before  5  p.  m. 

4.  Please  make  corrections  as  follows  in  letters  dictated 
this  morning. 

5.  My  sister  was  in  charge  of  the  typewriting  room. 

6.  The  able  stenographer  worked  in  the  private  office. 


%, 


30  PROJECTS  IN  ACTION  ENGLISH 

7.  The  capable  typist  resigned  her  position  at  the  close 
of  the  day. 

8.  The  overtired   stenographer  worked  late  and  early. 

9.  The  stenographer  typed  important  letters  for  the  head 
of  the  firm. 

10.  She  was  the  clerk  of  the  Worcester  High  School. 

ORIGINAL   SENTENCE 

Please  send  out  a  copy  of  the  following  to  prominent  busi- 
ness men  of  this  city. 

VI 

ACTION 

Two  boys  argued  as  to  whether  the  Civil  War  veteran 
was  more  popular  than  the  JJ'orld  JJ'ar  veteran. 
Required:  an  exclamatory  sentence. 

SENTENCES 

1.  Oh!     I  like  my  Civil  War  grand-dad  best! 

2.  H'm!  He  has  nothing  on  my  big  brave  brother  in 
khaki ! 

3.  Pooh!     My  grandfather  did  more  than  your  brother ! 

4.  Hush,  boys !     Don't  quarrel  over  the  Vets ! 

ORIGINAL   SENTENCE 

Hurrah !  hurrah !  hurrah !  for  the  heroes  who  saved  hu- 
manity ! 

Lessons  on  the  kinds  of  sentences  may  be  continued  with 
varied  actions. 


ORAL  PROJECTS  31 

VII 

ACTION 

Four  girls,  selected  by  a  leader,  grouped  themsdves  around 
the  desk.  They  gave  the  class  a  picture  of  an  industrious 
sewing  or  knitting  club. 

Required:  a  sentence  in  the  natural  order. 

SENTENCES 

1.  Miss  Jones  of  the  (junior  high  taught  the  sewing 
class. 

2.  A  girl  in  our  club  knitted  a  helmet  for  her  brother. 

3.  The  )'oung  people  of  the  village  knitted  sweaters  for 
the  soldiers  in  France. 

4.  The  Red  Cross  nurse  in  leisure  time  darned  stockings 
for  the  soldiers  in  the  hospital. 

5.  The  young  lady  with  blue  eyes  was  a  visitor  from 
Vermont. 

6.  The  president  of  the  Girls'  Knitting  Club  told  a  story. 

7.  The  Woman's  Club  knitted  helmets  for  the  boys  on 
tlie  destrovers. 

8.  The  high  school  girls  formed  a  large  knitting  club. 

9.  Many  sweaters  and  scarfs  were  knitted  for  the  brave 
boys  over  seas. 

10.  Three  girls  finished  their  scarfs  at  the  last  meeting. 

ORIGINAL  SENTENCE 

The  Girls'  Sewing  Club  knitted  socks  for  the  American 
Expeditionary  Forces. 


12  PROJECTS  IN  ACTION  ENGLISH 

VIII 

ACTION 

A  hoy  drew  his  coat  collar  tightly,  about  his  neck  and 
seemed  to  peer  longingly  into  windozvs  along  the  way.  He 
shivered  and  remarked:    "Fm  so  lonely  and  ivet  and  cold!" 

Required:  an  inverted  sentence. 

SENTENCES 

1.  On  the  cold,  bleak  streets  little  Joe  wandered  from 
store  to  store. 

2.  On  and  on  roamed  the  lonely  boy  through  the  De- 
cember sleet, 

3.  Outside  the  windows  the  newsboy  paused  to  gaze  at 
the  good  things  to  eat. 

4.  Through  the  stormy  streets  of  the  big  city  stumbled 
the  little  match  girl. 

5.  Before  the  glass  door  of  the  bakery  the  little  urchin 
paused. 

6.  Into  the  crowd  he  dashed  trying  to  keep  out  of  the 
raw  east  wind. 

7.  At  the  corner  he  looked  around  for  a  familiar  face. 

8.  Shivering  with  the  cold,  he  drew  his  coat  collar 
closer. 

9.  Quickly  he  hurried  up  the  street  after  a  long,  hard 
day's  work, 

10.  Lonely  and  wet  and  cold  he  started  for  his  home 
in  the  alley. 

ORIGINAL    SENTENCE 

On  a  dark  and  stormy  Christmas  night,  a  poor  ragged 
boy  wandered  through  the  streets  of  a  big  city. 


ORAL  PROJECTS  33 


IX 

ACTION 

Two  chairs  were  placed  at  the  front  of  the  room,  one 
directly  behind  the  other.  Tzvo  pupils  took  their  places, 
one  representing  the  nwtorman,  the  other  the  conductor. 
One  passenger  was  seated  in  the  car.    Ding,  ding! 

Another  pupil  entered  "the  car." 

"Fares,  please!" 

"Park  Street.     All  change." 

Required:  an  inverted  sentence. 

SENTENCES 

1.  During  the  morning  many  people  rushed  for  seats 
at  Park  Street. 

2.  At  Park  Street  all  the  people  had  to  change  cars. 

3.  In  the  subway  many  passengers  entered  the  car. 

4.  In  the  early  evening,  crowds  of  homegoers  rushed  for 
the  subway  cars. 

5.  At  Park  Street  the  Tech.  boys  left  the  car. 

ORIGINAL  SENTENCE 

At  Chelsea  Square  the  baseball  team  changed  cars  for 
Everett. 

X 

ACTION 

Two  boys  and  two  girls  went  to  the  front  of  the  room. 

Two  boys  took  chairs  pretending  that  all  other  seats  were 

taken.     Two  girls  entered  the  room.     One  boy  got  up  im- 


34  PROJECTS  IN  ACTION  ENGLISH 

mediately  and  gave  up  his  seat  to  the  girl.     The  other  fol- 
lowed his  example  very  grudgingly. 

An  argument  arose. 

"JVhat's  the  idea?" 

"Just  gave  a  lady  a  seat — that's  all!" 

"Not  necessary  now-a-daysT 

"It  is,  if  you  are  a  gentleman!" 

Required:  an  inverted  sentence. 

SENTENCES 

1.  At  Cary  Hotel  two  young  men  boarded  the  car. 

2.  Before  they   reached  the   square  the  boys   got   into 
an  argument. 

3.  Immediately    upon    entering    the    car    an    argument 
began. 

4.  In  an  instant  the  young  man  gave  up  his  seat  to  an 
elderly   lady. 

5.  At  dinner,  tonight,  Jack,  we'll  talk  this  over. 

ORIGINAL   SENTENCE 

In   the   crowded   tunnel   car   a   well-dressed   young   man 
gave  his   seat  to  an  old   woman. 


XI 

ACTION 

A  boy  walked  across  the  door  zcith  labored  step,  leaning 
heavily  on  a  cane  (yard  stick). 

Required:  a  sentence  divided  to  show  the  complete 
subject  and  predicate  in  their  natural  order. 


ORAL  PROJECTS  35 

SENTENCES 

1.  The  old  Civil  War  veteran  limped  down  the  avenue. 
the  old  Civil  War  veteran — the  subject. 

limped  dozen  tlie  avenue — the  predicate. 

2.  John  Henry,  the  well  known  blind  man,  tapped  his 
way  along  with  his  cane. 

Jolin  Henry,  tJie  zvell  knozvn  blind  man — the   sub- 
ject. 
tapped  his  zcay  along  zvith  his  cane — the  predicate. 

3.  Harry's  grandfather  bent  with  age  went  for  his  usual 
morning  walk. 

Harry's  grandfather  bent  zv-ith  age — the  subject. 
went  for  his  usual  morning  zvalk — the  predicate. 

4.  The  hero  of  the  village  who  had  rheumatism  walked 
with  a  cane. 

the  hero   of  the  village  zvho   had  rheumatism — the 

subject. 
zvalk ed  with  a  cane — the  predicate. 

5.  The  young  man  with  a  sprained  ankle  limped  down 
the  path. 

the  young  man  zvith  a  sprained  ankle — the  subject. 
limped  dozen  the  path — the  predicate. 

6.  The  hero  veteran  of  the  World  War  leaned  heavily 
on  his  cane. 

the  hero  veteran    of   the   World   War — the   subject. 
leaned  heavily  on  his  cane — the  predicate. 

7.  The  boyc  of  the  village  played  Blind  Man's  Bluff. 
the  boys  of  the  village — the  subject. 

played  Blind  Man's  Bluif — the  predicate. 

8.  The  blind  man  went  out   for  his  daily  walk  in  the 
park. 


36  PROJECTS  IN  ACTION  ENGLISH 

the  blind  man — the  subject. 

went  out  for  Jiis  daily  zvalk  in  the  park — the  predicate. 
9.     Her  uncle  depended  on  his  cane. 
her  uncle — -the  subject. 
depended  on  his  cane — the  predicate, 
10.     The   httle  girls    followed   the   blind   man    down   the 
street. 

the  little  girls — the  subject. 

followed  the  blind  man  doum  the  street — the  predi- 
cate. 

ORIGINAL  SENTENCE 

The   old   shepherd   climbed   up   the    rugged    Swiss   trail 
toward  Heidi's  cabin. 

the  old  shepherd — the  subject. 
.    climbed  up   the  rugged  Szviss  trail  tozvard  Heidi's 
cabin — the  predicate-. 


XII 

ACTION 

A  boy  crouched  behind  a  chair.  With  a  gun  {pointer) 
in  his  hand  he  took  accurate  aim,  accompanied  with  the 
word — "'Bang!" 

Required:  a  sentence  showing  the  complete  and  sim- 
ple subject  given  in  the  inverted  order. 

SENTENCES 

I.     At  twilight  the  hunter  shot  the  deer. 
the  hunter — complete  subject. 
hunter — simple  subject. 


ORAL  PROJECTS  37 

2.  Across  No  Man's  Land  the  soldier's  gun  pumped  fire 
at  the  enemy. 

the  soldier's  gun — complete  subject. 
gun — simple  subject. 

3.  In  the  deep  Maine  woods,  the  old  hermit  shot  the 
bear. 

the  old  hermit — complete  subject. 
hermit — simple. 

4.  Into  the  thicket  sped  the  bullet  on  its  errand  of  death. 

the  bullet — complete  subject. 
hidlet — simple  subject. 

5.  Around  the  clump  of  bushes  darted  the  fox. 

the  fox — complete  subject. 
fox — simple  subject. 

6.  Around  the  bend  came  the  leader  of  the  hunt  with 
rifle  leveled. 

the  leader  of  the  hunt — complete  subject, 
leader — simple  subject. 

ORIGINAL   SENTENCE 

On  the  crisp  morning  air  the  sound  of  a  shot  from  a 
hunter's   gun   rang  out. 

the  sound  of  a  shot  from  a  hunter's  gun — com- 
plete subject. 
sound — simple  subject. 

XIII 

ACTION 

A  girl  walked  to  the  desk  and  rolled  her  sleeves  to  the 
^elbows.  Then  she  took  a  ruler  and  began  to  roll  out 
"dough"  and  cut. 


38  PROJECTS  IN  ACTION  ENGLISH 

Required :  a  sentence  showing  complete  predicate  and 
simple  predicate  in  the  natural  order. 

SENTENCES 

1.  Grandmother    made    fancy    sugar    cookies    for    the 

party. 

made  fancy  cookies  for  the  party — complete  predi- 
cate. 
made — simple  predicate. 

2.  His  aunt  baked  four  blueberry  pies. 

baked  four  blueberry  pies — complete  predicate. 
baked — simple  predicate. 

3.  My  mother  rolled  out  the  dough  on  the  baking  board. 

rolled  out  the  dough  on  the  baking  board — the 

complete  predicate. 
rolled — simple  predicate. 

ORIGINAL    SENTENCE 

Stella  Young  of  the  Salvation  Army  baked  many  dough- 
nuts for  the  soldiers. 

baked   many   doughnuts   for   the   soldiers — com- 
plete predicate. 
baked — simple  predicate. 

XIV 

ACTION 

A  boy  sat  on  the  floor  with  his  head  on  his  hand  listening 
intently.     He  sat  very  quiet,  scarcely  moving. 

Required:  nouns: 

proper  collective 

common  abstract 


sprinp" 


ORAL  PROJECTS  39 

SENTENCES 

1.  The  birds  flew  in  and  out  of  the  trees  in  the  forest. 
birds^  trees,  forest — -common  nouns. 

2.  The   cowboy    waited    for   his   pal   by   the   mountain 

s- 

cowboy,  pal,  spring — common  nouns. 

3.  In  the  Cumberland  \^alley,  little  Jim  spent  all  his  days 
in  the  wilderness. 

Cumberland  J ^ alley — proper  noun. 
Jim — proper  noun. 
wilderness — common  noun. 

4.  A  flock  of  partridges  swept  by  him  from  the  thicket. 

Hock — collective  noun. 
partridges — common  noun. 
thicket — common  noun. 

5.  A  swarm  of  bees  darted  by  to  his  surprise. 

swarm — collective  noun.  '^■ 

bees — common  noun. 

6.  A  flock  of  sheep  grazed  on  the  hillside  below  him. 

flock — collective  noun. 
sheep — common  noun. 
hillside — common  noun. 

7.  Peter  waited  for  Heidi  at  the  foot  of  the  mountain 
trail. 

Peter — proper  noun. 
Heidi — proper  noun. 
trail — common  noun. 

8.  Hiawatha  listened  to  the  lapping  of  the  water. 

lapping — abstract  noun. 
Hiaivatha — proper  noun. 
water — common  noun. 


40  PROJECTS  IN  ACTION  ENGLISH 

9.  He  heard  the  whispering  of   the  pine  trees   in   the 
forest. 

wh ispering — abstract  noun. 

10.  The  settler  hstened  intently  for  the  howling  of  the 
prairie  wolf. 

Jiozding — abstract  noun. 
settler — common  noun. 

11.  Robert    Service  heard   the   shrill   whistling    of    the 
biting  north  wind  around  his  log  cabin. 

Robert  Service — proper  noun.  " 
zvhistUng — abstract  noun. 
wind — common  noun. 
cabin — common  noun. 


XV 

ACTION 
9 

A  girl  gathered  several  niiisicians  around  her;  a  piano 
player,  two  violinists  (first  and  second),  flutist  and  'cellist. 
A  director  took  charge. 

Required:  verbs  and  adverbs. 

SENTENCES 

1.  The  orchestra  played  the  long  selection  skillfully. 

played — the  verb. 

skillfully — the  adverb,  answers — how. 

2.  The  girls  of  the  Glee  Club  enjoyed  the  orchestra  se- 
lections immensely. 

enjoyed — the  verb. 

immensely — the  adverb,  answers — how  much. 

3.  The  school  orchestra  played  well   for  the   visitors. 


ORAL  PROJECTS  41 

played — the  verb. 

zvell — the  adverb,  answers  the  question  how. 

4.  The  Woman'^  Ckib  engaged  the  Ladies'   Orchestra 
for  the   entertainment   yesterday. 

engaged — the  verb. 

yesterday — the  adverb,  answers  the  question  when. 

5.  The  Cadet  Orchestra  played  excellently  at  the  mili- 
tary wedding. 

played — the  verb. 

excellently — the  adverb,  answers  the  question  how. 

6.  The  High  School  Orchestra  entertained  the  wounded 
soldiers  yesterday. 

entertained — the  verb. 
yesterday — the  adverb. 

7.  The    picked    orchestra    played    successfully    at    the 
Hallowe'en  dance. 

played — the  verb. 
successfully — the  adverb. 

8.  The  Ladies'  Orchestra  played  remarkably  at  the  Food 
Fair  at  Mechanics   Hall. 

played — the  verb. 
remarkably — the  adverb. 

9.  The  monstrous  crowd  listened  to  the  select  Ladies' 
Orchestra  at  Symphony  Hall  daily. 

listened — the  verb. 
daily — the  adverb. 

ORIGINAL    SENTENCE 

The  ladies  played  the  stringed  instruments  at  the   fair 
cleverly. 

played — the  verb. 
cleverly — the  adverb. 


42  PROJECTS  IN  ACTION  ENGLISH 

XVI 

ACTION 

A  hoy  imitated  a  letter-carrier.  He  carried  a  hag  on  his 
arm  and  took  several  pieces  of  scrap  paper  ivhicJi  repre- 
sented letters  from  the  drawer.  Then  he  stopped  every  fezv 
feet;  pretended  to  zvalk  up  the  steps  and  ring  the  hell.  He 
left  the  letters  on  the  chalk  tray  and  proceeded  to  the  next 
house.  He  ivhistled  softly  as  he  trudged  along.  A  little 
girl  ran  out  to  meet  him,  saying:  ''Is  there  any  letter  for 
me  today?'' 

Required:  nouns,  pronouns,  and  adjectives. 

SENTENCES 

1.  The  letter-carrier  trudged  up  the  long  road. 

letter-carrier — noun.  long — adjective. 

road — noun.  the — limiting  adjective. 

2.  The  little  girl  stopped  the  letter-carrier  on  the  side- 
walk. 

girl — noun.  the — adjective. 

letter-carrier — noun.  little — adjective. 

sidezvalk — noun. 

3.  The  well-known  letter-carrier  of  the  village  gave  the 
little  girl   four  letters. 

well-known — adjective        letter-carrier — noun. 
four — adjective.  girl — noun. 

little — adjective.  village — noun. 

letters — noun. 

4.  Through  the  sleet  and  rain  trudged  the  faithful  letter- 
carrier  with  his  messages  of  joy  and  sorrow. 


ORAL  PROJECTS  43 

sleet — noun.  joy — noun. 

rain — noun,  sorrow — noun. 

letter-carrier — noun.  faithful — adjective. 

messages — noun. 

5.  The  popular  letter-carrier  made  friends  with  all  the 
children  on  his  route. 

letter-carrier — noun,    route — noun. 
friends — noun.  popular — adjective. 

children — noun.  his — adjective. 

6.  The  postman  always  whistles  a  merry  tune  as  he 
passes  down  the  street. 

poshnan — noun.  he — pronoun. 

tune — noun.  merry — adjective. 

street — noun.  the — adjective. 

7.  From  morning  until  night  in  the  busy  section  of  the 
city  the  friendly  postman  trudged  along  wuth  his  heavy 
pack. 

morning — noun.  pack — noun. 

night — noun.  busy — adjective. 

section — noun.  friendly — adjective. 

city — noun.  heavy — adjective. 

postman — noun.  Jiis — adjective. 

8.  The  tired  postman  whistled  contentedly  as  he  went 
from  house  to  house  wuth  his  letters. 

postman — noun.  tired — adjective. 

house — noun.  he — pronoun. 

letters — noun. 

ORIGINAL   SENTENCE 

The  old  white-haired  postman  wdiistled  to  the  little  girl 
who  lived  in  the  big  white  house  and  he  gave  her  a  bundle 
of  letters. 


44  PROJECTS  IN  ACTION  ENGLISH 

postman — noun.  old — adjective. 

girl — noun.  wh  ite-haired — ad  j  ective. 

house — noun.  little — adjective. 

bundle — noun.  hig — adjective. 

•  letters — noun.  her — pronoun. 

he — pronoun. 


XVII 

ACTION 

A  hoy  took  his  stand  behind  a  desk.  Several  others 
stepped  up  and  addressed  liim  thus:  "Tzco  pounds  of  but- 
ter; tzvo  do::en  eggs;  one  bottle  of  cream."  The  first  boy 
took  his  seat.  Another  stepped  up:  ''Have  you  any  sugar 
today  f"  "Not  today.  We  may  have  some  tomorrow."  The 
second  boy  zvalked  aivay.  The  third  stepped  up.  "Kindly 
send  this  order  out  before  12  o'clock."  He  left  a  slip  and 
walked  away. 

Required:  prepositions,  interjections  and  conjunc- 
tions. 

SENTENCES 

1.  The  clerk  in  the  grocery  store  waited  on  many  cus- 
tomers. 

in — preposition. 
on — preposition. 

2.  Harold's  mother  sent  him  to  the  store  for  eggs  and 
cream  and  butter. 

to — preposition. 
for — preposition. 
and — conjunction. 


ORAL  PROJECTS  45 

3.  The  errand  boy  took  the  slip  to  the  grocery  store  for 
the  rich  lady  on  the  hill. 

to — preposition. 
for — preposition. 
on — preposition. 

4.  Jim,  the  popular  clerk  at  Hayes'  store,  waited  on  the 
neighborhood  boys  and  girls. 

at — preposition. 
on — preposition. 
and — con  j  unction. 

5.  The  town  grocery  clerk  of  Hayden  worked  from 
early  morning  until  late  at  night  in  the  little  store  on  the 
corner. 

of — preposition.  at — preposition. 

from — preposition,      in — preposition. 
until — preposition.       on — preposition. 

6.  Say!  This  is  a  hurry  order  from  Highland  Ter- 
race. 

Say ! — interjection   ( verbal ) . 
for — preposition. 

7.  Hustle !  Jim !  I'm  supposed  to  be  home  two  hours  ago ! 

hustle! — interjection   (verbal), 

ORIGINAL  SENTENCE 

The  popular  clerk  at  the  village  store  waited  cheerfully 
and  promptly  on  his  customers. 
at — preposition. 
on — preposition 
and — conjunction. 


46  PROJECTS  IN  ACTION  ENGLISH 

XVIII 

ACTION 

A  boy  sat  in  a  chair  at  the  front  of  the  room  seemingly 
at  ease  zcith  a  magazine  in  his  hand.  Another  boy  rushed 
through  the  door  with  a  telegram. 

"A  telegram,  sir!"  In  haste  the  first  boy  tore  it  open 
and  his  face  became  set. 

Required:  a  proper  and  a  common  noun. 

SENTENCES 

1.  The  messenger  boy  brought  a  telegram  to  Major 
Sumner. 

telegram — common  noun. 

boy — common  noun. 

Major  Sumner — proper  noun. 

2.  During  the  early  evening  the  doctor  received  an  im- 
portant message  from  Surgeon  Harton. 

evening — common  noun. 
doctor — common    noun. 
message — common  noun. 
Surgeon  Harton — proper  noun. 

3.  Captain  Dorr  sat  before  the  cozy  fireplace  in  his 
library. 

Captain  Dorr — proper  noun. 
fireplace — common  noun. 
library — common  noun. 

4.  After  a  weary  day's  work,  Judge  Langdor  sat  down 
in  his  easy  chair   to   rest. 

work — common  noun, 
chair — common  noun. 
Judge  Langdor — proper  noun. 


ORAL  PROJECTS  47 

5.  Dr.  Elton  received  an  important  telegram  from  the 
Carnegie  Hospital. 

Dr.  Elton — proper  noun. 
Carnegie  Hospital — proper  noun. 

6.  President  Clark  of  the  Ocean  National  Bank  received 
a  telegram  from  Detective  Storrer. 

President  Clark — proper  noun. 
Ocean  National  Bank — proper  noun. 
Detective  Storrer — proper  noun. 

7.  The  old  deacon  dozed  before  the  fireplace  in  the  li- 
brary of  Oakdale  Manor. 

deacon — common  noun. 
■fireplace — common  noun. 
library — common  noun. 
Oakdale  Manor — proper  noun. 

8.  The  excited  messenger  boy  ran  through  Central  Ave- 
nue with  a  telegram  for  Professor  Claron  of  Brounlin 
Preparatory. 

boy — common  noun. 
telegram — common  noun. 
Central  Avenue — proper  noun. 
Professor  Claron — proper  noun. 
Brounlin  Preparatory — proper  noun. 

9.  The  old  butler  of  the  Point  of  Pines  who  dozed  be- 
fore the  fire  awoke  suddenly  by  a  loud  ring  of  the  bell. 

butler — common  noun. 

fire — common  noun. 

ring — common  noun. 

bell — common  noun. 

Point  of  Pines — proper  noun. 

10.  ]\Ir.  Warden,  minister  at  the  Baptist  Church,  re- 
ceived a  telegram   from  San  Francisco. 


48  PROJECTS  IN  ACTION  ENGLISH 

il/r.  Warden — proper  noun. 
Baptist  Church — proper  noun. 
San  Francisco — proper  noun. 
minister — common  noun. 
telegram — common  noun. 

ORIGINAL   SENTENCE 

The  proud  father  of  Captain  Knowles  of  the  Aviation 
Corps  received  a  telegram  from  his  hero  son  from  a  south- 
ern camp. 

father — common  noun. 

Captain  Knozvlcs — proper  noun. ' 

Aviation  Corps — proper  noun. 

telegram — common  noun. 

son — common  noun. 

ca;«/'^-common  noun. 

XIX 

ACTION  * 

A  hoy  called  six  other  boys  to  help  him.  They  talked' 
together  in  low  tones  for  a  few  seconds.  Finally  they 
seated  themselves  in  a  circle, — cross-legged  fashion,  and 
listened  to  their  leader,  who  gave  them  important  instruc- 
tions. 

Required:  a  subject  with  modifiers. 

Instructor:    What  noun  have  you  in  mind  for  a  subject? 

Pupils:     Indians,  cowboys,  soldiers,  hunters,  hikers,  etc. 

Instructor:  Let  us  consider  the  noun  Indians.  What 
kind  of  Indians  have  you  in  mind? 

Pupils:    Sturdy,   sly,    roaming,   bronzed-faced,    friendly, 

*  Advanced  teaching  lesson. 


ORAL  PROJECTS  49 

clever,  skillful,  treacherous,  cunning,  savage,  blood-thirsty, 
civilized,  fleet-footed,  brave,  daring,  bold,  stern,  fighting, 
wandering,   running,  creeping. 

Instructor:    Write  on  the  board  several  adjectives  which 
contain  a  verb. 

Pupil  anszvcrs  on  board. 
roaming  (roam)  singing  (sing) 

fighting  (figlit)  sobbing  (sob) 

wandering         (wander)  crying  (cry) 

creeping  (creep)  laughing  (laugh) 

Instructor:    When  these  words  are  used  as  adjectives  to 
modify  the  noun  they  are  called  verbal  adjectives.     Let  us 
take  another  adjective.     Select  cd  endings  instead  of  ing. 
Answers: 

wounded     (wound)  frightened         (frighten) 

discharged  (discharge)       mended  (mend) 

grieved       (grieve)  secluded  (seclude) 

Instructor:     Select  another  set  from  the  given  list  very 
different  from  those  so  far  discussed. 

Pupil:     Bronzed-faced,  blood-thirsty,  fleet-footed. 
(By  W'cll  directed  questions  the  class  may  be  able  to  work 
out  for  themselves  the  answer — compound.) 

Instructor:    Today  we  will  take  a  board  lesson  and  con- 
tinue the  construction  of  sentences. 

Required:  a  verbal  and  descriptive  adjective  modify- 
ing the  simple  subject  or  noun  in  the  predicate. 
(Ten   pupils   were  sent  to   the   board.) 
Suggestion :     Vary  subjects  whenever  possible. 

SENTENCES 

I.     The  brave,  fighting  warrior  told  the  Redmen  of  a 
bloody  fight  in  Shadow  Valley. 


50  PROJECTS  IN  ACTION  ENGLISH 

brave — a  descriptive  adjective. 
fighting — a  verbal  adjective. 

2.  Around    the    glowing    campfire    sat    the    listening, 
treacherous  Indians. 

listening — a  verbal  adjective. 
treacherous — a   descriptive   adjective. 

3.  The  friendly,  wandering  Indians  of  Cathedral  Woods 
sold  beads  and  baskets. 

zvandering — a  verbal  adjective. 
friendly — a  descriptive  adjective. 

4.  The  sturdy,  roaming  cowboys  of  the  West  decided 
to  attend  the  merry-making  at  the  H  Ranch. 

sturdy — a  descriptive  adjective. 
roaming — a   verbal    adjective. 

5.  The  eager,   fighting  Yankees   of   the  26th  gathered 
around  the  campfire  to  hear  the  news. 

eager — a  descriptive  adjective. 
fighting — a  verbal  adjective. 

6.  The  knitting  club  gathered  around  our  open  fire  in 
the  gloaming. 

knitting — a  verbal  adjective. 
open — a  descriptive  adjective. 

7.  The  fighting  chief  urged  his   followers  to  go  back 
to  their  quiet  wigwams. 

fighting — a  verbal  adjective. 
their — a  possessive  adjective. 
quiet — a  descriptive  adjective. 

8.  A   dozen   scheming   boys   planned   to    frighten   their 
sisters  and  friends  at  the  big  Hallowe'en  party. 

scheming — a  verbal  adjective. 
big — a  descriptive  adjective. 


ORAL  PROJECTS  51 

ORIGINAL  SENTENCE 

The  disappointing  story  was  told  to  the  fighting  Yanks 
by  their  brave  captain  at   Belleaii   Woods. 
disappointing — a  verbal  adjective. 
fighting — a   verbal   adjective. 
hravc — a  descriptive  adjective. 
In  the   same  way  all  the  adjectives  may  be  taught  or 
reviewed  by  drill. 

Any  sentence  which  the  action  may  suggest  may  now 
be  accepted.  An  illustration  of  this  may  be  found  in  sen- 
tence 3. 

XX 

ACTION 

Tzvo  boys  placed  chairs — one  directly  in  front  of  the 
other.  Both  took  pointers  and  cleverly  imitated  paddling 
a  canoe. 

Required :  a  sentence  containing  two  adjectives  modi- 
fying a  noun  in  the  subject  or  predicate. 

SENTENCES 

1.  The  Indian  guide  shot  the  rapids  in  a  birch-bark 
canoe. 

Indian — a  proper  adjective. 
birch-bark — a  compound  adjective. 

2.  The  skillful  scout  paddled  down  the  winding  stream. 

skillful — a  descriptive  adjective. 
winding — a   verbal    adjective. 

3.  Over  the  silent  waters  sped  the  trapper's  well-known 
canoe. 

silent — a  descriptive  adjective. 
well-knozvn — a  compound  adjective. 


52  PROJECTS  IN  ACTION  ENGLISH 

4.  The   two   pals   from   Harvard   left    Riverside    for   a 
down-river  trip   in  Bob's  canoe. 

two — a  limiting  adjective. 
down-river — a  compound  adjective. 

5.  Patches  left  the  busy  ranch  early  in  the  morning  for 
a  paddle  down  the  quiet  mountain  stream. 

busy — a  descriptive  adjective. 
quiet — a  descriptive  adjective. 
mountain — a  descriptive  adjective. 

6.  My  cousin  and  I  paddled  swiftly  down  the  mountain 
stream  in  our  bright  red  canoe  at  sunset. 

mountain — a   descriptive   adjective. 
bright — a  descriptive  adjective. 
red — a  descriptive  adjective. 

ORIGINAL   SENTENCE 

De  Soto  and  his  companion  paddled  silently  down  the 
winding  stream  toward  the  majestic  Mississippi. 
winding — a  verbal   adjective. 
majestic — a  descriptive  adjective. 


XXI 

REVIEW    EESSON  :    FUNDAMENTAL    CLUES 

Instructor:  In  lessons  previously  given  you  have  learned 
the  story  of  the  parts  of  speech  as  build- 
ers. Let  us  take  a  brief  review  in  ques- 
tions and  answers. 

Question:       What  are  parts  of  speech? 
Answer:         Builders — because  they  are  necessary  in  the 
construction  of  a  sentence. 


ORAL  PROJECTS 


53 


Question:  \\'hat  is  the  busiest  builder  in  every  sen- 
tence ? 

Answer:  The  verb — because  no  sentence  is  complete 
without  it. 

Question:       What  question  does  the  verb  constantly  ask? 
Answer:         How,  when,  where. 

Question:       What  part  of  speech  usually  answers?  What 

construction? 
Anszver:         The  adverb.     The  adverbial  phrase. 

Question:       To  what  group  do  the  verb  and  adverb  be- 
long ? 
Answer:         The  predicate  group. 

Question:       What  part  of  speech  comes  next  to  the  verb 

in  importance? 
Anszver:         The  noun. 

Question:       What  part  of  speech  helps  to  build  when  the 

noun  is  not  present? 
Anszver:         The  pronoun  takes  the  place  of  a  noun. 

Question:       What   part   of   speech   always    travels   with 

the  noun  and  helps  her? 
Anszver:         The  adjective. 

Question:       To  what  group  does  the  noun  belong? 
Anszver:         The  subject  group. 

Question:       What  other  parts  of  speech  belong  to  the 

subject  group? 
Anszver:         Pronoun   and   adjective. 


54 


PROTECTS  IN  ACTION  ENGLISH 


Question:       Name  the  subject  group. 
Anszver:         Noun,    pronoun   and   adjective. 

Question:       What  builders  are  left — those  with  the  long 

names  ? 
Atiszver:         Preposition,    conjunction,    and    interjection. 

Question:       In  what  way   does  the  preposition  help  to 

build? 
Answer:         The  preposition  begins  a  phrase  and  shows 

relation  between  the  important  word  of 

the  phrase  and  some  other  word  in  the 

sentence. 

Question:       What  does  the  conjunction  do? 
Answer:         The  conjunction  connects  words  or  groups 
of  words. 

Question:       Is  the  interjection  an  important  builder? 

Answer:  The  interjection  is  the  least  important  of 
all.  It  is  usually  a  noisy  little  fellow  and 
builders  can  get  along  without  him  very 
well. 

Question:       Review  the  parts  of  speech  in  grouping  or- 
der. 
Answer:         Group   i.     Verb,  adverb. 

Group  2.     Noun,  pronoun,  adjective. 
Group  3.     Preposition,    conjunction,    inter- 
jection. 

A  brief  review  of  parts  of  speech  as  builders  of  the  sen- 
tence taken  frequently,  will  leave  a  clearer  impression  of 
the  office  of  each  part  of  speech  in  the  sentence.  Insist 
upon  natural  answers. 


ORAL  PROJECTS  55 

Review  the  action  of  the  boy  crouched  behind  the  chair. 
Follow  the  noun  with  a  group  of  words  begun  by  a  prepo- 
sition which  will  explain  something  definite  about  the  noun. 


SENTENCES 

1.  The  hunter  of  a  Maine  camp  shot  a  large  deer. 

of  a  Maine  camp — a  group  of  words  begun  by  a 
preposition   modifying  the   subject    hunter. 

2.  The  sharpshooter  of  the  crack  regiment  brought  down 
the   snipers. 

of  the  crack  regiment — group  of  words  begun  by 
a  preposition  which  modifies  the  noun  sharp- 
shooter. 

3.  The  old  hermit  of  Cathedral  Woods  hunted  in  the 
mountains. 

of  Cathedral  Woods — group  of  words  begun  by 
a  preposition  which  modifies  hermit. 

4.  The  wild-eyed  hunter  of  the  hills  took  aim  at  the 
approaching  bear. 

of  the  hills — the  required  group  of  words. 

5.  The  fighting  Yankee  of  the  26th  aimed  at  the  sneak- 
ing Hun. 

of  the  26th — the  required  group  of  words. 

6.  The  boy   scout  of  the  new  company   hid    from   his 
companions. 

of  the  neiv  company — the  required  group  of 
words. 

7.  The  spy  of  the  French  regiment  concealed  himself  in 
the  bushes  behind  a  huge  rock. 

of  the  French  regiment — group  of  w^ords  re- 
quired. 


56 


PROJECTS  IN  ACTION  ENGLISH 


8.     The  lad,  in  khaki,  crouched  for  several  hours  in  the 
shell  hole. 

in  khaki — the  group  of  words  required. 

ORIGINAL  SENTENCE 

The  explorer  of  the  African  jungle  crouched  behind  the 
vine-covered  boulder. 

of  the  African  jungle — a  group  of  words  begun 
by  a  preposition  which  modifies  the  noun  ex- 
plorer. 

Instructor:     In    each    sentence    what    does    the    required 

group  of  words  do? 
Pupil:  The  group  of  words  modifies  the  noun. 

Instructor:     Name  Group  2  in  the  grouping  order  of  the 

parts  of  speech. 
Pupil:  Noun,  pronoun,  adjective. 

Instructor:     What  modifies  the  noun? 
Pupil:  The  adjective. 

Instructor:  In  the  same  way  the  group  of  words  which 
you  have  been  using  performs  the  same 
work  as  the  adjective,  so  w'e  called  that 
group  of  words  the  adjective  phrase. 


XXII 

action:  (advanced) 

A  boy  slipped  the  dustless  duster,  carefully  folded,  over 
his  arm.  He  took  a  large  Frye  geography  and  held  it  itp 
on  his  palm  above  his  head.     Two  pupils  sat  at  the  table 


ORAL  PROJECTS  57 

carrying  on  a  conversation  as  the  hoy  approached.  As  he 
stepped  up  to  thciii  he  said  to  one,  "Yours  was  tJie  broiled 
lobster  r 

Required :  A  sentence  containing  an  adjective  phrase. 


SENTENCES 

1.  The  waiter  of  the  Lenox  Hotel  served  the  guests. 

of  the  Lenox  Hotel — adjective  phrase. 

2.  The   guests    of    the    "Seaside   Inn'    ordered   broiled 
lobsters. 

of  the  Seaside  Inn — adjective  phrase. 

3.  The  teachers  of  the  Palmer  High  banqueted  at  the 
Tavern. 

of  the  PaUncr  High — adjective  phrase. 

4.  The  friends  of  the  officers  dined  at  the  Hostess  House. 

of  the  officers — adjective  phrase. 

5.  The  boys  of  the  U.  S.  S.  Pennsylvania  dined  at  the 
Copley  Plaza. 

of  the  U.  S.  S.  Pennsylvania — adjective  phrase. 

6.  The    Red   Cross    nurse,    in    spotless   uniform,    dined 
with  her  patient. 

in  spotless  uniform — adjective  phrase. 

7.  The  navy  boys,  in  blue,  were  given  a  grand  banquet 
at  the  hotel. 

in  blue — adjective  phrase. 

8.  The  prominent  doctors  of  Chicago  with  their  wives 
dined  at  the  Touraine. 

of  Chicago — adjective  phrase. 

9.  The  young  waiter  of  the  Waupaun  Lin  received  a 
large  tip. 

of  the  Waupaun  Inn — adjective  phrase. 


58  PROJECTS  IN  ACTION  ENGLISH 

ORIGINAL  SENTENCE 

The  President  of  the  United  States  and  his  wife  dined  at 
the  Copley  Plaza. 

of  the  United  States — adjective  phrase. 

XXIII 

ACTION 

A  Spy  zvas  brought  before  a  commander.  Tzvo  guards 
ivalked  one  on  each  side  of  him  zmth  guns  {pointers)  on 
shoidders. 

A  messenger  entered. 

"A  prisoner  without,  sir!" 
''Bring  him  in." 

''Are  you  ready   to   tafce  your  punishment  as  a 
.■     spy'r 
I  am,  sir! 
The  company  withdrew. 

The  guards  led  tJie  prisoner  to  tJie  courtyard. 
Orders  for  tJic  lineup  were  given. 

Final  order — "Shoot!" — rang  out,  and  the  martyr 
dropped  to  the  floor. 

Required:  an  adjective  phrase. 

SENTENCES 

1.  The  brave  American  spy  of  the  captured  division 
died  like  a  hero, 

of  the  captured  division — adjective  phrase. 

2.  The  soldiers  of  the  regiment  were  summoned  into  the 
courtyard  to  shoot  the  traitor. 

of  the  regiment — adjective  phrase. 


ORAL  PROJECTS  59 

3.  The  German  prisoner  of  war  was  shot  immediately 
by  the  guard. 

of  "cvar — adjective  phrase. 

4.  The  soldiers  of  an  American  regiment  shot  the  Hun 
spy. 

of  an  American  regiment — adjective  phrase. 

5.  The  American  prisoner  of  the  Lost  Battalion  gave  his 
life  for  his  country. 

of  the  Lost  Battalion — adjective  phrase. 

6.  The  American  soldiers  of  the  31st  Regiment  shot  the 
German  spy  mercilessly. 

of  the  T,ist  Regiment — adjective  phrase. 

7.  The  sharpshooters  of  the  American  Army  shot  the 
spy  in  a   French  courtyard. 

of  the  American  Army — adjective  phrase. 

8.  The  brave  spy  of  the  French  government  took  his 
punishment  calmly. 

of  the  FreiurJi  government — adjective  phrase. 

9.  The  enemy  spy  from  the  French  camp  was  shot  at 
sunrise. 

from   the   French   camp — adjective   phrase. 

ORIGINAL   SENTENCE 

The  prisoner  of  the  German  camp  was  shot  for  betraying 
the  soldiers  of  France. 

of  the  German  camp — adjective  phrase. 

XXIV 

ACTION 

A  boy  placed  tzvo  chairs  at  the  front  of  the  room  and 
another  in  front  of  those.    He  pulled  his  collar  well  up  over 


6o  PROJECTS  IN  ACTION  ENGLISH 

his  cars,  rubbed  his  hands  hard,  spoke  to  his  companion  and 
said,  "Get-up!  Go  it — Dobbin!"  He  pulled  at  the  imag- 
inary reins. 

Required:  an  adjective  phrase. 

SENTENCES 

1.  The  boys  of  Hopedale  drove  to  the  big  ranch, 

of  Hopedale — adjective  phrase. 

2.  Harold  and  his  cousin  went  to  the  home  of  his  uncle. 

of  his  micle — adjective  phrase. 

3.  The  errand  boys  of  the  Grandview  Hotel  drove  along 
the   snowy  lands. 

of  the  Grandviezv  Hotel — adjective  phrase. 

4.  The  boys  of  the  village  found  pleasure  in  sleighing. 

of  the  village — adjective  phrase. 

ORIGINAL    SENTENCE 

The  lawyers  of  a  Boston  firm  went  for  a  cross-country 
drive  in  a  sleigh. 

of  a  Boston  firui — adjective  phrase. 

TEACHING    LESSON 

Instructor:  Let  us  continue  our  lesson  using  the  same 
action  but  instead  of  having  a  group  of 
words  modify  a  noun,  let  us  have  it 
modify  the  verb. 

Question:       \\'hat  phrase  has  already  been  taught  and 

learned? 
Answer:         The  adjective  phrase. 


ORAL  PROJECTS 


6i 


Question: 
Anszver: 

Question: 

Anszver: 
Reznew: 


If  a  group  of  words  modifies  a  verb,  what 

would  you  call  that  phrase? 
The  adverbial  phrase,  because  in  Group   i 

we  find  the  verb  and  adverb  only. 

What  questions  would  the  adverbial  phrase 

answer  ? 
How,  when  and  where. 

Action  of  the  sleigh-ride. 


I. 

sleigh, 


SENTENCES 

We  drove  to  grandmother's  home  in  the  high-back 


to  grandmother's  home — adverbial  phrase. 
It  answers  the  question  where. 

2.  My  chum  and  I  drove  over  the  hills  to  the  merry- 
making. 

over  the  hills — adverbial  phrase. 

It  answers  the  question  zvhcre. 
Instructor:     Are  there  any  other  adverbial  phrases  in  the 

sentences  given? 
Anszver:         Sentence  i — in  the  high-hack  sleigh — is  an 
adverbial  phrase. 
It  answers  the  question  zvhere. 
Answer:         Sentence  2 — to  the  merry-making  is  an  ad- 
verbial phrase. 
It  answers  the  question  where. 

3,  We  sped  over  the  white  roads  in  the  twilight. 

over  the  zvhite  roads — adverbial  phrase. 
It  answers  the  question  where. 
in  the  tzvilight — an  adverbial  phrase. 
It  answers  the  question  when. 


62  PROJECTS  IN  ACTION  ENGLISH 

4.     Many  of  the  invited  guests  went  to  the  village   in 
sleighs  to  attend  the  candy-pull. 

to  the  village — adverbial  phrase. 
It  answers  the  question  where, 
in  sleighs — adverbial  phrase. 
It  answers  the  question  how. 

ORIGINAL  SENTENCE 

Steffansen  and  his  comrade  drove  over  the  snowy  Alaskan 
fields  in  their  dog-sleds, 

over  the  snozvy  Alaskan  fields — adverbial  phrase. 

It  answers  the  question  where. 

in  their  dog-sleds — adverbial  phrase. 

It   answers   the  question   how. 


XXV 

ACTION 

A  boy  placed  the  revolving  desk  chair  in  the  center  of 
room  and  called  out  one  of  the  smallest  boys  to  help  him. 
He  tied  a  string  to  the  boy  and  then  began  to  turn  the  chair 
slozvly  around  to  music  which  he  hummed.  The  small  boy 
began  to  jump  around  on  the  floor  and  perform  tricks. 

Instructor:     Instead  of  one  grammatical  construction,  let 
us  attempt  several  in  one  sentence. 
Required:  an  inverted  sentence, 
a  descriptive  adjective. 
an  adjective  phrase, 
an  adverbial  phrase. 
(A  short  period  of  time  for  thinking  was  required.) 


ORAL  PROJECTS  63 

SENTENCES 

1.  Down  the  street  the  children  of  Centerville  followed 
the  untidy  organ  grinder. 

It  is  an  inverted  sentence. 
untidy — a  descriptive  adjective. 
of  Centerville — adjective  phrase. 
down  the  street — adverbial  phrase. 

2.  Through  the  window  came  the  lively  music  of  a  hand- 
organ. 

It  is  an  inverted  sentence. 

lively — descriptive  adjective. 

through  the  window — adverbial  phrase. 

of  a  hand-organ — adjective  phrase.  * 

3.  Down  the  avenue  skipped  the  boys  and  girls  of  the 
village  to  watch  the  funny  little  monkey. 

It  is  an  inverted  sentence. 
funny — descriptive  adjective. 
down  the  avenue — adverbial  phrase. 
of  the  village — adjective  phrase. 

4.  In  the  busy  street  of  New  York  the  old  organ  grinder 
played  for  the  street  urchins. 

It  is  an  inverted  sentence. 

old — descriptive  adjective. 

of  New  York — adjective  phrase. 

for  the  street  urchins — adverbial  phrase. 

ORIGINAL   SENTENCE 

On   the  shore   of   Wamba  Lake  the  organ  grinder  put 
Sambo,  the  favorite  monkey,  through  clever  tricks. 
It  is  an  inverted  sentence. 
of  lVa}}iba  Lake — adjective  phrase. 


64  PROJECTS  IN  ACTION  ENGLISH 

through  clci'cr  tricks — adverbial  phrase. 
favorite — descriptive  adjective. 


XXVI 

ACTION 

A  boy  stepped  to  the  front  of  the  room  and  made  the 
motion  of  chopping  wood.     He  stopped  sez'eral  times  to 
wipe  the  perspiration  from  Jiis  face. 
Required:     An  adverbial  phrase. 

A  verbal  or  compound  adjective. 
An  adverb  (of  manner). 

SENTENCES 

1.  The    hard-working    backwoodsman    chopped    wood 
steadily  through  the  long  hours  of  the  day. 

through  the  long  hours — adverbial  phrase. 
hard-working — compound    adjective. 
steadily — adverb  of  manner. 

2.  Daniel    Boone,    a    fighting    pioneer    of    early    days, 
chopped  a  trail  through  the  forest  hastily. 

through  the  forest — adverbial  phrase. 
fighting — verbal  adjective. 
hastily — adverb. 

3.  Honest-hearted   Abe   Lincoln   of    Indiana   split    rails 
near  his  father's  cabin  patiently. 

near  Jiis  father's  cabin — adverbial  phrase. 

patiently — adverb. 

honest-hearted — compound  adjective. 

4.  Grave-faced  surveyors  chopped  wood  doggedly   for 
their  evening  campfires. 


ORAL  PROJECTS  65 

grave-faced — compound  adjective. 

doggedly — adverb. 

for  their  evening  campfires — adverbial  phrase. 

ORIGINAL  SENTENCE 

The  bronzed-faced  Sioux  Indians  chopped  down  trees, 
silently  and  swiftly,  for  their  birch-bark  canoes. 

hronced-faced     and     birch-bark — compound     ad- 
jectives. 
silently  and  siviftly — adverbs. 
for  their  birch-bark  canoes — adjective  phrase. 


XXVII 

ACTION 

Several  boys  and  girls  grouped  themselves  at  the  front  of 
the  room.  Some  seemed  to  peer  anxiously  into  the  distance; 
others  strained  their  eyes  to  see  some  eagerly  searched  for 
object. 

Required:  four  classes  of  adjectives. 
adjective  phrase.    . 
adverbial  phrase. 

SENTENCES 

I.  The  old  weather-beaten  fishing  schooner  made  her 
way  into  the  harl>or. 

the — limiting  adjective. 
old — descriptive  adjective. 
weather-beaten — compound  adjective. 
fishing — verbal  adjective. 


66  PROJECTS  IN  ACTION  ENGLISH 

2.  The  moss-covered,  rough-hewn  cabin  was  a  welcome 
sight  to  the  tired  tourists  of  the  Rockies. 

moss-covcrcd — compound  adjective. 
rough-hcivn — compound  adjective. 
of  the  Rockies — adjective  phrase. 

3.  The  children  at  the  picnic  watched  the  terrific  thunder 
storm  over  the  bay. 

over  the  hay — adverbial  phrase. 

4.  The  Girl  Scouts  of  Pine  Camp  watched  the  work  of 
the  heroic  rescuers  on  the  bank  of  the  river. 

of  Pine  Camp — adjective  phrase. 

of  the  heroic  rescuers — adjective  phrase. 

on  the  hank — adverbial  phrase. 

of  the  river — adjective  phrase. 

ORIGINAL  SENTENCE 

Mothers,  fathers  and  friends  watched  with  proud  yet 
anxious  faces  that  long  line  of  khaki  as  it  marched 
slowly  by. 

with  proud  yet  anxious  faces — adverbial  phrase. 
of  khaki — adjective  phrase. 

XXVIII 

ACTION 

Boy  scouts  hiked  along  a  "mountain  path."  They  re- 
marked on  the  scenery.  Orders  iccre  given  to  pitch  camp. 
After  getting  the  camp  in  readiness  the  scouts  sat  around 
the  camp-fire  and  told  stories. 

(Any  thought  suggested  by  any  phase  of  the  action  may  be 
used. ) 

Required:  an  adjective  phrase. 


ORAL  PROJECTS  67 

SENTENCES 

1.  The  fatigued  sailors  of  the  U.  S.  S.  New  York  waded 
through  the   sickening   swamps   of   Florida. 

oj  the  U.  S.  S.  New  York — adjective  phrase. 
of  Florida — adjective  phrase. 

2.  The  boy  scouts  of  the  pioneer  camp  came  to  their 
comrades'   rescue. 

of  the  pioneer  camp — adjective  phrase. 

3.  The  soldiers  of  Camp  Dix  pitched  camp  in  Pecking 
Woods. 

of  Camp  Dix — adjective  phrase. 

4.  The  eager  boy  scouts  of  the  camp  looked  thought- 
fully at  each  other  as  they  discovered  that  their  supplies  had 
been  stolen  in  the  night. 

of  the  camp — adjective  phrase. 

5.  The  old  soldiers  of  '61  went  to  look  for  their  lost 
comrade. 

of  '61 — adjective  phrase. 

6.  The  famous  minute  men  of  the  Charlestown  fort  de- 
livered the  plans  safely. 

of  the  Charlestown  fort — adjective  phrase. 

7.  The  weary,  tired  and  tattered  scout  of  the  Puppy 
Patrol  stretched  out  on  the  ground. 

of  the  Puppy  Patrol — adjective  phrase. 

8.  The  tawny  scout  of  the  Eagle  Patrol  was  lost  in  the 
midst  of  a  forest  fire  while  trying  to  save  his  fellow  scout. 

of  the  Eagle  Patrol — adjective  phrase. 

9.  The  boy  scouts  were  camping  in  the  woods  of  the 
Berkshire  Hills  last  week. 

of  the  Berkshire  Hills — adjective  phrase. 


68  PROJECTS  IN  ACTION  ENGLISH 

10.  The  boy  scouts  of  America  pitched  their  tents  in 
the  Bkie  Ridge  Mountains  during  the  night. 

of  America — adjective  phrase. 

11.  The  boy  scouts  of  the  Beach  Patrol  were  very  happy 
when  they  were  on  the  road. 

of  the  Beach  Patrol — adjective  phrase. 

12.  In  the  dim  hght  from  the  campfire  as  the  com- 
mander was  telHng  a  story  he  saw  the  scout  of  the  camp 
wig-wagging  the  distress  signal. 

of  the  camp — adjective  phrase. 

13.  The  boy  scouts  of  St.  Dunstan  started  their  hike  in 
the  early  morning. 

of  St.  Dunstan — adjective  phrase. 

14.  As  the  boy  scouts  of  the  Canadian  Rockies  sat 
around  the  campfire  they  found  that  Hal  was  missing, 

of  the  Canadian  Rockies — adjective  phrase. 

XXIX 

ACTION 

Several  hoys  crouched  behind  the  table  in  ambush.  On 
the  other  side  of  the  room  tivo  boys  zi\'re  busy  getting  a 
gun  (chair)  into  position.  Immediately  both  sides  n'ere 
thronm  into  action,  shozving  a  tense  situation.  The  soldiers 
one  by  one  were  overcome. 

Required:  an  adjective  phrase. 

SENTENCES 

I.  The  bulky  fort  gave  way  as  the  speeding  shells  of 
the  monster  guns  hit  it. 

of  the  monster  guns — adjective  phrase. 


ORAL  PROJECTS  69 

2.  The  Tommies  of  England  fired  their  last  shot  from 
the  howitzer. 

of  England — adjective  phrase. 

3.  The  boy  from  Kansas  pulled  the  trigger  and  then  the 
Mexican  fell  dead. 

from  Kansas — adjective  phrase. 

4.  The  Indians  of  the  Ohio  Valley  were  caught  at  their 
own  game. 

of  the  Ohio   Valley — adjective  phrase. 

5.  The  three  young  soldiers  had  decided  to  go  to  bed 
when  a  fusillade  of  shots  rang  out  and  a  groan  was  heard 
from  the  lower  part  of  the  trenches. 

of  shots — adjective  phrase. 

of  the  trenches — adjective  phrase. 

6.  The  leader  of  the  machine  gun  crew  spoke  to  Captain 
Bates  and  fell  as  the  fatal  bullet  struck  him. 

of  the  machine  gun  crezo — adjective  phrase. 

7.  The  new  Lewis  machine  gun  of  the  front  line  trenches 
slaughtered  the  Huns  ruthlessly. 

of  the  front  line  trench — adjective  phrase, 

8.  The  bronzed  American  soldier  of  the  23rd  Division 
fired  at  the  sneaky  Germans  until  they  had  to  retreat. 

of  the  2'^rd  Division — adjective  phrase. 

9.  The  great  woodsmen  of  North  Carolina  had  a  sudden 
attack  from  the  Indians. 

of  North  Carolina — adjective  phrase. 

10.  The  Mexican  bandits  of  the  border  attacked  the 
cowboys  immediately. 

of  the  harder — adjective  phrase. 

11.  The  dying  Huns  perished  on  the  fields  of  Flanders. 

of  Flanders — adjective  phrase. 


70  PROJECTS  IX  ACTION  ENGLISH 

ORIGINAL   SENTENCE 

The  fighting  spirit  of  the  Yanks  struck  cold  terror  into 
the  hearts   of   the  enemv. 

of  the  Yanks — adjective  phrase. 
of  the  enemy — adjective  phrase. 

XXX 

ACTION 

A  Hallowe'en  raid  zcas  planned  by  a  docen  or  more  boys 
all  bent  on  mischief. 

"What's  the  plan,  Rastusf" 

"Ah  go'n  over  to  thot  there  barn  to  see  what  ah 

can  find.     Coniin   'long?" 

They  went  but  as  soon  as  they  reached  their  destination 

one  of  the  party  called  out — "Take  to  the  cornfield,  boys!" 

Required:  phrases — optional — adjective  or  adverbial. 

SENTENCES 

1.  The  darkies  gathered  in  the  cornfield  on  the  night 
before  Hallowe'en. 

in  the  cornfield — adverbial  phrase. 

2.  Several  boys  of  the  neighborhood  planned  a  raid  on 
Farmer    Brown's    magnificent    harvest    store. 

of  the  neighborhood — adjective  phrase. 

3.  They   gathered   in   an    old,    deserted,    tumbled-down 
shack  on  the  outskirts  of  the  town. 

of  the  town — adjective  phrase. 

4.  The  ringleader,  Rastus,  was  the  appointed  head  of  a 
frolicsome   foray. 

of  a  frolicsome  foray — adjective  phrase. 


ORAL  PROJECTS  71 

5.  As  the  mischief  makers  approached  the  old  dilapi- 
dated barn  they  heard  weird  noises  in  the  loft. 

in  tJie  loft — adverbial  phrase. 

6.  The  brave  party  of  Hallowe'en  raiders  moved  stealth- 
ily forward. 

of  Halloive'en  raiders — adjective  phrase. 

7.  The  wind  moaned  through  the  bare  tree  tops  as  the 
boys  made  their  way  toward  the  farmer's  field  of  tempting 
pumpkins. 

through  tJic  bare  tree  tops — adverbial  phrase. 

8.  The  old  farmer  frightened  the  mischievous  boys  on 
Hallowe'en. 

on  Hallozve'en — adverbial  phrase. 

ORIGINAL  SENTENCE 

Rastus,  the  leader  of  the  village  gang,  planned  a  Hal- 
lowe'en raid  on  his  neighbor. 

of  the  village  gang — adjective  phrase. 

XXXI 

ACTION 

A  hoy  went  to  the  telephone.    He  pretended  to  take  down 
the  receiver.     He  carried   on   the  foUozving  conversation. 
"Yes,  yes!— zvell— hello .'" 

"Surely!    Cant  wait  to  see  you!" 

"I'll  have  my   car  at   the  station  at  six  o'clock 
sharp." 

•  •••••• 

"Good-bye." 
Required:  a  relative  clause. 


72  PROJECTS  IN  ACTION  ENGLISH 

SENTENCES 

1.  The  happy  father,  who  received  a  long  distance  call 
from  his  soldier  son,  could  hardly  wait  to  see  him. 

zn'Iio  received  a  long  distance  call  from  his  son — 
relative  clause. 

2.  The  returned  soldier,  who  had  just  arrived  home,  re- 
ceived a  telephone  call  from  his  buddies. 

zi'Jio  had  just  arrived  home — relative  clause. 

3.  Her  mother,  who  was  overwhelmed  with  joy,  told 
the  glad  news  to  the  family. 

ivho  ivas  overivhelmed  zvith  joy — relative  clause. 

4.  Don's  best  college  chum,  who  had  arrived  from  the 
West,  telephoned  to  him  from  New  York. 

zvho  had  arrived  from  the  West — relative  clause, 

ORIGINAL  SENTENCE 

Lieut.  Kahler,  who  had  just  arrived  from  France,  tele- 
phoned his  father  of  his  return  to  the  States. 

,  who    had    just    arrived    from    France — relative 
clause. 

XXXII 

ACTION 

One  hoy  called  five  other  boys  to  help  him.  They  all 
worked  industriously,  bending  over,  pretending  to  pick  "cot- 
ton" on  a  plantation.  Soon  they  left  their  occupation  and 
"stole"  quietly  azvay  to  the  other  side  of  the  room.  They 
began  to  dance  and  make  merry.  One  or  tzvo  imitated  play- 
ing on  the  banjo. 

From  the  dressing  room  came  the  "boss"  of  the  planta- 
tion who  showed  his  wrath  at  the  conduct  of  the  shirking 


ORAL  PROJECTS  ^z 

negroes.     "Back   to   the  fields!     You'll  hear  from  this!'' 
said  he. 

Required:   a   relative   clause. 

SENTENCES 

1.  The  lazy  negroes  who  lived  on  a  Virginia  plantation 
left  their  work  in  the  heat  of  the  day. 

zvho    lived    on    a     llrginia    plantation — relative 
clause. 

2.  The  stern  master  who  was  a  wealthy  owner  of  cot- 
ton plantations  lectured  the  negroes  who  left  their  work. 

zvho  zvas  a  zvealthy  ozmier  of  cotton  plantations 

— relative  clause. 
zvho  left  their  work — relative  clause. 

3.  The  negro  musicians  who  worked  on  a  large  planta- 
tion played  the  banjos  before  the  cabin. 

zvho  zvorked  on  a  large  plantation — relative  clause. 

4.  The  hard-hearted  master  of  a  Louisiana  plantation 
caught  the  servants  who  danced  in  the  shady  grove. 

zvho  danced  in  the  shady  grove — relative  clause. 

ORIGINAL  SENTENCE 

The  negroes  of  Alabama  who  left  their  work  on  the  plan- 
taWon  were  reprimanded  by  their  master. 

zvho  left  their  zvork   on  the  plantation — relative 
clause. 

XXXIII 

ACTION 

A  boy  went  through  the  complete  action  of  fancy  skating. 
He  balanced  himself  accurately  and  cleverly,  giving  his 
class  an  unusual  field  for  clear-cut  sentences. 

Required:  a  grammatical  construction  in  review. 


74  PROJECTS  IN  ACTION  ENGLISH 

SENTENCES 

1.  The  fancy  skater  of   Canada  won  the  prize  at  the 
Boston  Arena. 

of  Canada — adjective  phrase. 

at  fJic  Boston  Arena — adverbial  phrase. 

2.  My  brother  who  was  home  from  college  skated  on  the 
mill  pond. 

zvJw  was  Jionie  from  college — relative  clause. 
on  the  mill  pond — adverbial  phrase. 

3.  Powers  of  the  Winter  Sport  Club  cut  the  figure  eight 
at  the  skating  party  on  the  Woodland  Pond. 

of  tJie  JVinter  Sport  Club — adjective  phrase. 
at  tJie  skating  party — adverbial  phrase. 
on  the  JJ^oodland  Pond — adverbial  phrase. 

4.  The  fancy  skater  who  came  from  Montreal  knew  all 
the  tricks  of  the  trade. 

who  came  from  Montreal — relative  clause. 
of  the  trade — adjective  phrase. 

ORIGINAL   SENTENCE 

Davis,  who  was  a  champion  skater,  gave  his  friends  a 
skating  exhibition  in  the  moonlight. 

zvho  zcas  a  champion  skater — relative  clause. 


XXXIV 

ACTION 

A  pupil  placed  a  small  stepladder  in  a  corner  of  the  room. 
He  called  another  boy  to  help  him.  After  zvhispering  in- 
structions carefully — he   ascended   the  steps.     Across   the 


ORAL  PROJECTS  75 

roofii  the  other  boy  strained  Jiis  eyes  and  watched  the  op- 
posite side  of  the  room  eagerly.  At  last  the  first  boy  raised 
a  music  book  in  his  hand  and  waved  it  back  and  forth.  Im- 
mediately the  observer  on  the  other  side  began  to  ''gallop" 
dozvn  the  aisle.  At  the  back  of  the  room  he  stopped  and 
called, — "The  rebels  are  coming!  The  rebels  are  coming!'' 
Required:  a  complex  sentence — one  independent 
clause  and  one  dependent  clause. 

SENTENCES 

1.  Paul  Revere  who  waited  on  the  opposite  bank  of  the 
river  spread  the  alarm  through  Lexington. 

Paul  Revere  spread  the  alarm  through  Lexington 

— independent  clause. 
who  ivaited  on  the  opposite  bank  of  the  river — 

dependent   clause. 

2.  The  lantern  that  flashed  forth  its  gleam  hung  in  the 
belfry  of  the  old  North  Church. 

The  lantern  hung  in  the  belfry  of  the  old  North 

Church — independent  clause. 
that  flashed  forth  its  gleam — dependent  clause. 

3.  Paul  Revere  who  saw  the  lantern  swing  from  the 
North  Church  tower  rode  through  every  village  and  farm 
of  Middlesex  County. 

Paul  Revere  rode  through  every  village  and  farm 
of  Middlesex  County — independent  clause. 

who  saw  the  lantern  saving  from  the  North 
Church  toiver — dependent  clause. 

ORIGINAL  SENTENCE 

The  promised  lantern  that  told  the  story  of  the  rebel  in- 
vasion swung  out  from  the  old  North  Church  tower. 


76  PROJECTS  IN  ACTION  ENGLISH 

TJw  promised  lantern  sivung  out  from  the  old 
North  Church  tozver — independent  clause. 

that  told  the  story  of  the  rebel  invasion — de- 
pendent clause. 


XXXV 

ACTION 

A  hoy  went  to  the  dressing  room  door  and  knocked  two 
or  three  times. 

Required:  an  adverbial  clause  of  time. 

SENTENCES 

1.  When  he  entered  the  vestibule  he  heard  a  loud  rap 
at  the  apartment  door. 

when  he  entered  the  vcstihide — time  clause. 

2.  When  the  clock  struck  eight  he  knocked  at  the  law- 
yer's door. 

zvhen  the  clock  struck  eight — time  clause. 

3.  The  messenger  boy  arrived  with  the  telegram  just  as 
the  broker  was  leaving  his  office. 

as  the  broker  was  leaving  his  ofUce — time  clause. 

4.  The  child  hastened  to  his  aunt's  house  when  he  was 
given  an  important  message  for  her. 

when  he  was  given  an  important  message  for  her 
— time  clause. 

5.  The  butler  heard  him  when  he  ran  up  the  steps  of 

the  mansion, 

zvhen  he  ran  up  the  steps  of  the  mansion — time 

clause. 


ORAL  PROJECTS  -jy 

6.  The  business  man  proceeded  to  the  home  of  his  part- 
ner when  he  heard  the  crushing  news. 

zvhen  he  heard  the  crushing  news — time  clause. 

7.  After  the  storm  had  ceased,  Bob  started  out  to  in- 
terview his  foreman  about  the  new  position. 

after  the  storm  ceased — time  clause. 

8.  •  When  he  reached  the  great  oak  door  he  rapped  loudly 
three  times. 

zvhen  he  reached  the  great  oak  door — time  clause. 

9.  After  the  sun  had  set  he  decided  to  call  on  his  old 
Harvard  chum. 

after  the  sun  had  set — time  clause. 

10.  When  he  had  finished  talking  over  the  telephone, 
he  summoned  his  trusted  messenger  boy. 

when  he  had  finished  talking  over  tJie  telephone — 
time  clause. 

11.  When  he  reached  New  York  City  he  sent  a  special 
messenger  to  the  hotel. 

when  he  reached  N^ezi.'  York  City — time  clause. 

ORIGINAL   SENTENCE 

When  the  clock  struck  six  the  messenger  boy  ran  up  the 
steps  of  Judge  Haydon's  home  with  the  big  yellow  envelope 
from  the  broker's  office. 

when  the  clock  struck  si.v — time  clause. 


XXXVI 

ACTION 

A  girl  who  pretended  to  be  mother  sat  near  the  desk 
reading,  comfortably. 

From  the  dressing  room  came  a  boy  zvho  stopped  as  he 


78  PROJECTS  IN  ACTION  ENGLISH 

approached  her.     She  looked  at  him  zmth  a  decided  frown 
and — in  motlier  fashion — shook  her  finger  at  him. 

Required:  a  clause  of  condition  or  a  clause  of  time. 

SENTENCES 

1.  If  you  do  not  obey  me,  you  will  not  be  allowed  to  go 
to  the  club. 

if  yon  do  not  obey  me — conditional  clause. 

2.  Your  father  will  not  be  pleased  if  you  do  not  do  your 
duty. 

if  you  do  not  do  your  duty — conditional  clause. 

3.  I  am  afraid  you  will  not  pass  your  exams,  Don,  if 
you  do  not  use  more  time  for  study. 

if  you  do  not  use  more  time  for  study — condi- 
tional clause. 

4.  If  you  decide  to  go  to  that  dinner  I  shall  be  dis- 
pleased. 

if  you  decide  to  go   to   that  dinner — conditional 
clause. 

5.  When  you  have  straightened  out  your  account,  take 
it  to  your  father. 

zvhcn  you  have  straightened  out  your  account — 
clause  of  time. 

6.  When  you  have  had  your  dinner  you  may  go  to  youi 
room  to  study. 

zuhen  you  have  had  your  dinner — time  clause. 

7.  AMien  you  have  finished  your  task  come  to  my  room. 

zvlien  you  Jiave  finished  your  tasl^: — time  clause. 

ORIGINAL    SENTENCE 

If  you  forget  so  easily  again,  you  may  remain  at  home 
when  the  boys  attend  the  theatre. 


ORAL  PROJECTS  79 

if  you  forget  so  easily — conditional  clause. 
when  the  boys  attend  the  theatre — time  clause. 


XXXVII 

ACTION 

A  hoy  tied  a  dustkss  duster  around  him.  He  bent  over 
and  swung  his  ami  up  and  dozen  tzco  or  three  times,  stead- 
ily. At  last  he  moved  back  a  step  or  tzco  and  said — 
"IV  hoar 

Just  then  tzco  or  three  school  hoys  and  girls  with  their 
bags  peered  around  the  desk.  One  said,  "Let's  go  iuT 
Another  said,  "Come  on,  I  kuozc  the  village  blacksmith!" 

Required:  a  relative  clause  or  an  adverbial  clause  of 
time. 

SENTENCES 

1.  The  noisy  children  who  had  just  come  from  school 
stopped  at  the  old  blacksmith's  shop. 

who  had  just  come  from  school — relative  clause. 

2.  The  popular  blacksmith  who  lived  in  the  little  town 
of  Derry  worked  from  early  morning  until  late  at  night. 

zi'ho  lived  in   the  little  tozcn   of  Derry — relative 
clause. 

3.  Dick,  Jack  and  Helen  looked  in  through  the  door  of 
the  blacksmith's  shop  when  they  went  by. 

zclien  they  zvent  by — time  clause  (adverbial). 

4.  When  the  iron  was  hot  the  blacksmith  worked  very 
fast. 

when  the  iron  zcas  hot — clause  of  time. 

5.  When  the  school-bell  rang  for  dismissal  the  children 
hurried  to  the  blacksmith's  shop. 


8o  PROJECTS  IN  ACTION  ENGLISH 

when    the   school    bell   rang    for   dismissal — ad- 
verbial clause  of  time. 

6.  The  smith  who  was  a  mighty  man  had  large  hands 
and  muscles  strong  as  iron  bands. 

zvho  zvas  a  mighty   man — relative  clause. 

7.  The  village  smithy  who  toiled  six  days  in  the  week 
always  went  to  church  on  Sunday. 

ivlw  toiled  sis  days  in  the  zveek — relative  clause. 

8.  The  blacksmith  shoed  the  horse  for  the  sportsman, 
who  in  turn  gave  him  a  large  sum  for  his  services. 

wJio  in  turn  gave  liim  a  large  sum  for  his  services 
— relative  clause. 

9.  The  judge  who  belonged  to  the  fashionable  city  club 
stopped  at  the  blacksmith's  shop  to  speak  to  his  old  friend. 

who  belonged  to  the  fashionable  city  club — relative 
clause. 

10.  The  children  always  stopped  to  tell  the  blacksmith 
the  village  news  v/hen  they  went  home  from  school. 

ivhen    they    zvent    home    from   school — adverbial 
clause  of  time. 

ORIGINAL    SENTENCE 

Doris  called  to  her  grandfather,  the  favorite  village  black- 
smith, when  slie  went  home  from  school. 

when    sJie    zcent    home    from    school — adverbial 
clause  of  time. 

XXXVIII 

ACTION 

A  boy  zvas  selected  to  stand  at  the  front  of  the  room  zvith 
an  eraser  on  his  head.    Another  boy  took  his  stand  at  the 


ORAL  PROJECTS  8i 

opposite  side  of  the  room.  He  held  a  pointer  in  his  hand 
and  took  aecurate  aim.  As  lie  said  the  word,  "Bang!"  the 
boy  across  the  room  lifted  Jiis  hand  and  knocked  the  eraser 
from  his  head. 

Required:  a  clause  (optional). 

a  relative  clause. 

an  adverbial  clause  of  time. 

clause  of  condition. 


SENTENCES 

1.  The  tyrant  who  had  given  the  order  laughed  at  the 
marksman. 

who  had  giz'en  tJie  order — relative  clause. 

2.  When   William   Tell  was   commanded   to   shoot   the 
apple  from  his  son's  head,  he  was  sick  at  heart. 

wJien  William  Tell  zvas  commanded  to  shoot  the 
apple  from  his  son's  head — adverbial  clause  of 
time. 

3.  William  Tell  hid  a  poisoned  arrow  under  his  cloak 
which  was  meant  for  the  tyrant,  Gessler, 

which  was  meant  for  the  tyrant,  Gessler — relative 
clause. 

4.  The  arrow  that  sped  on  its  errand  found  its  mark  in 
the  heart  of  the   apple. 

that  sped  on  its  errand — relative  clause. 

5.  William  Tell  shot  the  apple  from  the  boy's  head  w^hen 
the  tyrant  shouted  a  command. 

zvhen  the  tyrant  shouted  a  command — adverbial 
clause  of  time. 

6.  William  Tell,  the   famous   Swiss  marksman,  glared 
at  the  tyrant.  Gessler,  when  he  was  ready  to  shoot. 


82  PROJECTS  IN  ACTION  ENGLISH 

li'hen  he  'zcas  ready  to  shoot — adverbial  clause  of 
time. 

7.  When  the  speedy  arrow  left  William  Tell's  hand,  the 
people  gasped. 

ivhen  the  speedy  arrow  left  IVilliaDi  Tell's  hand — 
adverbial  clause  of  time. 

8.  The  little  son  who  had  confidence  in  his  father  stood 
straight  and  still. 

Zi.'ho  had  confidence  in  his  father — relative  clause. 

9.  Tell,  who  was  skilled  in  handling  bows  and  arrows, 
split  the  apple,  which  was  placed  on  his  son's  head,  in  halves. 

who  zi'as  skilled  in  handling  bozus  and  arrows — 

relative  clause. 
which  zvas  placed  on  his  head — relative  clause. 

10.  Tell  proved  his  expert  marksmanship  when  he  tri- 
umphed over  the  tyrant. 

when   he    triumphed    over    the    tyrant — adverbial 
clause  of  time. 

ORIGINAL    SENTENCE 

If  William  Tell  had  shot  his  son,  his  second,  poisoned, 
well-concealed  arrow  would  have  been  aimed  at  the  heart  of 
the  tyrant,   Gessler. 

if  William  Tell  had  shot  his  son — clause  of  con- 
dition. 

XXXIX 

ACTION 

Several  hoys  made  the  motion  of  cutting  with  a  scythe 
or  some  garden  implement. 

Required:  transitive  verb  and  direct  object. 


ORAL  PROJECTS  83 

SENTENCES 

1.  The   western    farmers    harvested    the   wheat    before 
nightfall. 

harvested — transitive  verb. 
wheat — direct  object. 

2.  The  country  boys  of  the  farmlands  thrashed  the  rye 
before   sunset. 

thrashed — transitive  verb. 
rye — direct   object. 

3.  The  laborers  on  the  ranch  cut  the  wheat  on  sunshiny 
days. 

eiit — transitive  verb. 
wheat — direct  object. 

4.  After 'the  day's. work  was  done  Dick  cut  the  tall  grass 
in  the  meadow. 

cut — transitive  verb.  ** 

grass — direct   object. 

5.  I  like  to  watch  my  uncle  when  he  cuts  down  the  corn 
stalks  on  the   farm. 

cuts — transitive  verb. 
stalks — direct  object. 

6.  A  load  of  merry  country  boys  passed  in  a  hay  team 
as  the  farm  hands  cut  hay. 

cut — transitive  verb. 
hay — direct  object. 

7.  His  big  brother  handled  the  heavy  scythe  rapidly  and 
skillfully. 

handkd — transitive  verb. 
scythe — direct  object. 

8.  The  laborers  on  the  big  farm  in  Vermont  cut  many 
tons   of   hay. 


84  PROJECTS  IN  ACTION  ENGLISH 

« 

cut — transitive  verb. 
tons — direct  object. 

ORIGINAL  SENTENCE 

Every  one  on  the  farm  helped,  even  grandfather  wielded 
the  scythe  to  get  the  hay  in  the  barn  before  the  storm  would 
overtake  them. 

wielded — transitive  verb. 

scythe — direct  object. 

XL 

ACTION 

Several  boys  took  pointers  and  yardsticks  zuhich  were 
used  to  represent  picks  and  shovels.  Some  imitated  digging 
with  diggers. 

They  took  natural  positions  for  actions.  No  words  were 
spoken. 

Required:  a  direct  object. 

SENTENCES 

1.  Out  on  the  flats,  the  men  in  rubber  boots  dug  clams. 

clams — direct  object. 

2.  In  the  month  of  September  the  farmers  dug  their 
potatoes. 

potatoes — direct  object. 

3.  The  gold  seekers  dug  the  nuggets  from  the  Alaskan 
gold  mine. 

nuggets — direct  object. 

4.  My  grandfather  dug  worms  for  his  fishing  trip  down 
river. 

worms — direct  object. 


ORAL  PROJECTS  .       85 

5.  As  far  as  I  could  see,  the  farmers  gathered  potatoes 
from  acres  of  fields. 

potatoes — direct  object. 

6.  The  boys  who  camped  on  the  point  of  the  mainland 
dug  clams  when  the  tide  went  out. 

clams — direct  object. 

7.  They  dug  up  the  land  for  a  garden  and  planted  radish 
and  lettuce  seeds. 

seeds — direct  object. 

8.  In  faraway  Africa  money  fiends  dig  for  diamonds 
and   sell  them    for  enormous   prices. 

tJieni — direct  object. 

9.  In  1849  the  settlers  found  gold  in  California. 

gold — direct  object. 

ORIGINAL  SENTENCE 

The  High  School  farmerettes  dug  beets  and  turnips  and 
potatoes  from  their  war  garden. 

beets,  turnips,  potatoes — direct  objects. 

XLI 

ACTION 

A  girl  selected  one  tall  member  of  the  class  for  mother 
and  several  small  boys  and  girls  for  the  children.  They 
began  to  make  the  motions  of  trimming  the  Christmas  tree. 
One  said,  "Put  the  long  golden  chains  at  the  top  and  the 
silvery  ones  on  the  lower  branches." 

Another  said,  "Mother,  hang  up  this  Christmas  stock- 
ing !" 

One  of  the  boys  said,  "We've  brought  the  pop-corn  strings 
and  the  apples!" 


86        .     PROJECTS  IN  ACTION  ENGLISH 

Then  from  the  back  of  the  room  came  the  sound  ting-a- 
ling-a-ling  and  a  heavy  stamp — sfainp — on  tlic  floor.  Mother 
said,  "To  bed,  quickly — before  Santa  comes  to  fill  your 
stockings!"     The  children  ran  to  tJieir  seats. 

Up  the  aisle  stalked  Santa,  bent  ivith  the  heavy  pack  that 
he  carried  on  his  back.  He  paused  before  the  fireplace  and 
proceeded  to  till  the  stockings. 

Required:  a  noun  as  the  direct  object  of  the  verb, 
a  noun  as  the  object  of  the  preposition. 

SENTENCES 

1.  The  children  waited  silently  at  the  fireplace  for  Santa. 

fireplace — object  of  a  preposition  * 
Santa — object  of  for — preposition. 

2.  As  the  group  of  children  gathered  around  the  tree 
they  heard  the  sound  of  bells. 

sound — object  of  heard — verb. 
bells — object  of  of — preposition. 

3.  The  eager  little  tots  put  oranges  and  candy  on  their 
pretty   Christmas   tree. 

oranges  and  candy — objects  of  put — verb. 

4.  The  busy  group  of  boys  heard  Santa  Claus  land  by 
the  chimney. 

boys — object  of  of — preposition. 
chimney — object  of  ^3' — preposition. 

5.  The  sleepy  little  children  awoke  their  mother  and 
father  when  they  crept  down  the  stairs  to  see  Santa. 

mother  and  father — objects  of  azvoke — verb. 
stairs — object  of   dozvn — preposition. 

*  If  the  instructor  so  desires  the  answer  may  be  given  as  follows : 

fireplace — the     substantive    in     the     accusative    with    a 
preposition. 


ORAL  PROJECTS  87 

6.  The  merry  children  gathered  around  the  fireplace  with 
happy  thoughts  of  Christmas  fun. 

fireplace — object   of    around — preposition. 
thoughts — object  of  ivith — preposition. 
fun — object  of  of — preposition. 

7.  In  the  little  white  cottage  among  the  trees,  two  little 
girls  waited  anxiously   for  Santa   Claus. 

cottage — object  of  in — preposition. 
trees — object  of  among — preposition. 
Santa  Claus — object  of  for — preposition. 

8.  The  excited  children  with  flushed  faces  pushed  open 
the  door  just  as  Santa  Claus  set  dow'n  his  heavy  pack. 

faces — object  of  zvith — preposition. 

9.  Good  Old  Saint  Nicholas  of  Toyland  distributed  his 
gifts  on  Christmas  Eve. 

gifts — object  of  distributed — verb. 

10.  Down  the  sooty  chimney  came  Old  St.   Nick  with 
his  huge  pack  of  toys   for  all  good,  little  girls  and  boys. 

chimney — object   of   dozen — prepositioif. 

pack— object  of  with — preposition. 

toys — object  of  of — preposition. 

girls  and  boys — object  of  for — preposition. 

11.  The  old  jolly  Santa  Claus  of  Dreamland  looked  over 
his  long  list  of  names. 

Dreamland — object  of  of — preposition. 
list — object  of  over — preposition. 
names — object   of   of — preposition. 

12.  Santa  Claus  of  the  North  Pole  rode  over  the  house- 
tops in  his  aeroplane. 

NortJi  Pole — object  of  of — preposition. 
house  tops — object  of  over — preposition. 
aeroplane — object  of  in — preposition. 


88  PROJECTS  IN  ACTION  ENGLISH 

ORIGINAL  SENTENCE 

Old  Santa  from  the  snowy  hills  came  into  the  house  by 
the  back  door  with  his  great  bag  of  toys. 
hills — object  of  from — preposition. 
house — object  of  into — preposition. 
door — object  of  by — preposition. 

XLII 

ACTION 

/l  little  match  girl  walked  along  the  front  of  the  room. 
Several  passed  her  by,  unheeding  the  plea — "Please  buy  a 
bos  of  matches^"  Others  stopped  and  spoke  a  kind  word 
or  zvished  her  a  happy  Christmas. 

Required:  a  direct  object. 

SENTENCES 

1.  The  little  match  girl  sold  many  boxes  of  matches  on 
the   street. 

boxes — direct  object. 

2.  The  ragged  girl  stopped  the  rich  lady  at  the  corner. 

lady — direct  object. 

3.  The  kind,  old  gentleman  paid  the  child  for  a  box  of 
matches. 

child — direct  object. 

4.  The  haughty  women  ignored  the  poor  little  .match 
girl. 

girl — direct  object. 

5.  Two  well-dressed  gentlemen  bought  several  boxes  of 
matches  from  the  ragged  little  girl. 

boxes — direct   object. 


ORAL  PROJECTS  89 

6.  The  poor  little  girl's   uncle  manufactured  matches. 

matches — direct  object. 

7.  The  ragged  child  lighted  a  match  near  a  brick  wall. 

matcJi — direct  object. 

8.  Through  the  window  of  the  mansion  she  saw  a  large 
turkey  and  a  goose  on  the  table. 

turkey,  goose — direct  objects. 

9.  She  warmed  her  hands,  blue  with  cold,  over  the 
lighted  matches. 

hands — direct  object. 

10.  In  a  vision  she  saw  her  mother  surrounded  by 
angels. 

mother — direct  object. 

11.  Early  in  the  morning,  the  servants  found  the  ragged 
little  girl  frozen  in  the  doorway  of  the  mansion. 

girl — direct  object. 

ORIGINAL  SENTENCE 

Nobody  bought  matches  from  the  tired  little  match  girl 
on  Christmas  Eve. 

matches — direct  object. 

XLIII 

ACTION 

A  hoy  stood  on  the  top  stair  of  a  small  stepladder.  He 
held  the  American  flag  in  his  hand.  A  bugler  stood  beside 
him.  Tzvo  chairs,  overturned  to  represent  a  cannon,  zvere 
manned  by  tzvo  other  boys. 

Tzvo  representatives  of  the  U.  S.  A.  or  the  U.  S.  N.  stood 
at  attention. 

As  the  bugler  began  the  sound  "ta-ta-ta"  the  others  man- 
ning the  cannon  responded — "Boom,  boom,  boom!" 


90  PROJECTS  IN  ACTION  ENGLISH 

Required:     Group  2  or  Group  i. 
Group  2  Group  i 

noun  verb 

pronoun  adverb 

adjective  adverbial  phrase 

adjective  phrase 

SENTENCES 

1.  The  gallant  soldiers  of  Camp  Dix  saluted  the  flag 
reverently. 

gallant — ad  j  ecti  ve. 

soldiers — noun. 

of  Camp  Dix — adjective  phrase. 

2.  The  English  bluejackets  saluted  their  flag  splendidly. 

English — adjective. 
bluejackets — noun. 
their — adjective. 
Hag — noun. 

3.  The;  soldiers  of  the  fort  fired  a  salute  out  over  the 
bay  for  "Old  Glory." 

fired — verb. 

out — adverb. 

over  the  hay — adverbial  phrase, 

for  old  glory — adverbial  phrase. 

4.  The  plucky  sailors  of  the  ship  New  Mexico  started 
the  day  with  a  salute  to  the  flag. 

plucky — adjective. 

sailors — noun. 

of  the  ship  New  Mexico — adjective  phrase. 

5.  The  colored  soldier  of  Africa  fought  bravely  for  his 
freedom  in  the  "World  War." 


ORAL  PROJECTS  91 

colored — adjective. 

soldier — noun. 

of  Africa — adjective  phrase. 

fought — verb. 

bravely — adverb. 

in  the  "JJ^orld  War" — adverbial  phrase. 

6.  At  the  call  of  the  bugle  the  soldiers  saluted  their  flag. 

saluted — verb. 

at  the  call — adverbial  phrase. 
of  the  bugle — adjective  phrase. 
^ag — noun. 

7.  The  soldiers  at  the  training  camp  sounded  "Taps" 
in  memory  of  their  dead  comrades. 

soldiers — noun. 
their — possessive  adjective. 
dead — adjective. 
comrades — noun. 

8.  The  American  soldiers  of  Camp  Devens  saluted  the 
flag  at  the  call  of  the  bugle. 

American — proper  adjective. 

soldiers — common  noun. 

of  Camp  Devens — adjective  phrase. 

9.  The  great  guns  of  the  U.  S.  S.  Pennsylvania  burst 
out  at  the  sound  of  the  bugle. 

great — adjective. 

guns — noun. 

of  the  U.  S.  S.  Pennsylvania — adjective  phrase. 

ORIGINAL   SENTENCE 

The  great  guns  at  West  Point  spit  forth  their  red  flames 
at  sunset. 


92  PROJECTS  IN  ACTION  ENGLISH 

great — adjective. 

guns — noun. 

at  West  Point — adjective  phrase. 


XLIV 

ACTION 

Tiuo  boys  began  a  short  conversation  as  follows:    "Come 

here,  boy,  look  out  of  this  zvindow!" 

"How  the  breakers  lash  against  the  rocks,  father!" 
"Yes,  no  boat  can  put  for  shore  today." 
"We'll  have  to  trim  tJie  lamps  so  they  zvill  burn  brightly." 
"I'm  sorry  for  the  boys,  in  blue,  at  sea,  father!" 
Required:  a  grammatical  construction  (one  or  more) 

optional. 

SENTENCES 

1.  The  angry  waves  dashed  upon  the  rocks  around  the 
lighthouse. 

npon  the  rocks — adverbial  phrase. 

2.  The  faithful  lighthouse  keeper  of  Plum  Island  Point 
called  his  son  to  the  window. 

of  Plum  Island  Point — adjective  phrase. 

son — direct  object. 

to  the  Ziindoiv — adverbial  phrase. 

3.  On  account  of  a  brewing  storm  the  keeper  of  the 
lighthouse  dared  not  row  for  supplies. 

of  the  lighthouse — adjective  phrase. 

4.  The  lamps  that  l3urned  so  brightly  cast  their  steady 
gleam  far  out  over  the  treacherous  harbor. 

that  burned  so  brightly — relative  clause. 


ORAL  PROJECTS  93 

5.  The  schooners,  tossed  on  stormy  waves,  made  their 
way  into  the  harbor  by  the  rays  of  the  Hghthouse  lamps. 

into  the  harhor — adverbial  phrase. 

of  the  lighthouse  lamps — adjective  phrase. 

6.  Jim,  who  was  known  all  over  the  island,  trimmed 
the  lamps  for  the  lighthouse  keeper. 

lamps — direct    object. 

who    was    knozi'n    all    over    the    islami — relative 
clause. 

7.  I'm  sorry  for  the  boys  in  blue,  who  have  to  weather 
such  a  gale  at  sea,  father! 

zvho   have  to  zveather  sucli   a  gale  at  sea — rela- 
tive clause. 

8.  The  old  lighthouse  keeper  kept  his  lamps  burning 
brightly  far  into  the  night  in  order  that  the  vessels  might 
not  dash  onto  the  jagged  rocks. 

in  order  that  the  vessels  might  not  dash  onto  the 
jagged  rocks — purpose  clause. 

9.  The  faithful  lighthouse  keeper  and  his  young  son 
kept  steaming  hot  coffee  on  the  stove  throughout  the  night 
of  the  wild  storm. 

steaming — verbal  adjective. 

hot — descriptive  adjective. 

on  the  stove — adverbial  phrase. 

throughout  the  night — adverbial  phrase. 

ORIGINAL  SENTENCE 

The  lighthouse  keeper  of  the  island  and  his  devoted  little 
son  spent  the  day  and  night  at  the  lighthouse  on  the  rocks 
beyond  the  mainland. 

keeper,  son — compound  subject. 

at  the  lighthouse — adverbial  phrase. 


<f.. 


94  PROJECTS  IN  ACTION  ENGLISH 


XLV 

ACTION 

Three  girls  took  places  behind  the  desk.  Four  or  five 
customers"  approached.  One  said,  "I'd  like  to  see  some 
dark  red  serge.     IVhat's  the  priced' 

Clerk:  "Jl'e  liave  some  French  serge  in  stock  selling  for 
$1.59  per  yard." 

"Very  well,  Fll  take  eight  yards"  replied  the  customer. 

Tivo  other  clerks  were  selling  "ribbons"  to  the  women 
customers  and  "neckties"   to   the  men. 

Required:  an  indirect  object. 

SENTENCES 

1.  The  popular  clerk  at  Jordan's  sold  my  aunt  several 
yards  of  serge. 

aunt — indirect  object. 

2.  At  last  the  lazy  clerk  handed  us  the  goods  that  we 
asked  about  first. 

Its — indirect  object. 

3.  Helen  bought  ten  yards  of  dress  goods  and  she  gave 
my  mother  half  of  it. 

mother — indirect  object. 

4.  The  clever  clerks  sold  the  proprietor's  wife  hundreds 
of  dollars'  worth  of  satins. 

ziife — indirect  object. 

5.  JVIy  friend,  who  is  a  clerk  at  Chandler's,  told  me  the 
value  of  the  imported  silks. 

fne — indirect  object. 


ORAL  PROJECTS  95 

6.  My  cousin  gave  his  sister  a  beautiful  rose  tie  for 
Christmas. 

sister — indirect  object. 

7.  The  clerks  handed  the  fussy  customers  eight  samples 
of  various  colored  serges. 

customers — indirect  object. 

8.  My  rich  uncle  from  California  bought  me  a  l^eaver 
opera  cloak, 

me — indirect  object. 

9.  During  the  annual  sale  Sid  bought  his  father  four 
silk  ties. 

fatJicr — indirect  object. 

10.  The  ladies,  who  shopped  at  Filene's,  gave  the  Sal- 
vation Army  an  outfit  of  clothes  for  two  hundred  poor  chil- 
dren of  Boston. 

Salvation  Army — indirect  object. 

11.  The  little  girl  with  golden  curls  who  lived  in  the 
beautiful  house  on  the  hill,  bought  her  doll  a  box  of  new 
ribbons. 

doll — indirect  object. 

ORIGINAL  SENTENCE 

The  pleasant  clerks  of  the  large  department  store  sold  us 
a  dress  pattern  of  red  serge. 
us — indirect  object. 

XLVI 

ACTION 

A  boy  called  a  girl  to  the  front  of  the  room.  He  said, 
"I  am  going  azvay  on  a  long  journey  and  shall  be  gone  for 


96  PROJECTS  IN  ACTION  ENGLISH 

more  than  a  year.    Here  is  a  little  gift  that  I  zvish  to  give 
you  before  I  go.    I  hope  you  will  like  it." 

"Oh!  thank  you — so  much!"  was  the  reply. 

Required:  an  indirect  object. 

SENTENCES 

1.  Her  brother  gave  her  a  string  of  pearls. 

her — indirect  object. 

2.  My  uncle  who  left  for  foreign  lands  gave  me  a  beau- 
tiful gift. 

vie — indirect  object. 

3.  Their  guest,  who  traveled  often,  gave  the  little  daugh- 
ter of  the  house  a  string  of  gold  beads. 

daughter — indirect  object. 

4.  Her  friend  who  left  for  a  year  in  Japan  gave  her  a 
set  of  beautiful  leather  bound  poems. 

Jier — indirect  object. 

5.  Dick  gave  little  Julie  a  wrist  watch. 

Julie — indirect  object. 

6.  The  night  before  he  went  away  my  father  gave  me  a 
gold  piece. 

nw — indirect  object. 

7.  Grandfather  gave  my  cousin  a  one  hundred  dollar  bill, 

cousin — indirect  object. 

8.  Father  gave  me  a  beautiful  picture  of  mother  in  a 
gold  frame. 

me — indirect  object. 

ORIGINAL  SENTENCE 

Her  guardian,  who  left  for  a  trip  abroad,  gave  her  an 
expensive  gold  watch  on  the  night  of  her  birthday. 
her — indirect  object. 


ORAL  PROJECTS  97 

XLVII 

ACTION 

A  girl  presided  in  the  kitchen.  She  called  three  smaller 
girls  to  help  her.  She  stood  behind  the  desk  and  went 
through  the  motions  of  baking.  At  la^t  she  said,  "Take  out 
the  mince  pies  now,  Sarah.  You  may  cut  the  cookies,  Dora, 
using  the  fancy  cutters." 

The  third  little  girl  said,  "Mother,  zi'hat  can  I  do  for 
Christmas^" 

Mother  said,  "You  may  butter  the  pans  and  help  in  many 
ways." 

Required:  a  direct  object. 

SEXTEXCES 

1.  The  day  before  Christmas  ^lother  baked  mince  pies 
and  cookies. 

pies,  cookies — direct  objects. 

2.  The  children  in  the  pioneer's  cabin  cut  out  fancy 
cookies  for  the  Christmas  tree. 

cookies — direct  object. 

3.  Helen  cut  out  and  baked  the  gingerbread-men. 

gingerbread-men — direct  object. 

4.  After  breakfast  we  made  mince  and  pumpkin  pies 
for  the  Christmas  dinner. 

pies — direct  object. 

5.  The  young  people  of  the  church  baked  sugar  cookies 
for  the  Christmas  fair. 

cookies — direct  object. 

6.  As  I  peeped  through  the  kitchen  door  I  saw  the  odd- 
shaped  cakes  on  the  trays. 

cakes — direct  object. 


98  PROJECTS  IN  ACTION  ENGLISH 

7.  Little  Nell  buttered  pans  for  the  cookies. 

pans — direct  object. 

8.  Her  little  sister  filled  the  cooky  jars  with  molasses 
and    sugar   cookies. 

jars — direct  object. 

9.  Grandmother  made  four  mince  pies  the  day  before 
Christmas. 

pies — direct   object. 

ORIGINAL  SENTENCE 

Aunt  Helen  baked  bread,  pies  and  cookies   for  grand- 
mother at  the  old  homestead  several  days  before  Christmas, 
bread,  pies,  cookies — direct  objects. 

XLVIII 

ACTION 

A  hoy  took  his  seat  behind  the  table  at  the  front  of  the 
room.  He  represented  a  cobbler.  He  took  small  tacks 
(chalk)  from  a  box  {tray  on  the  table)  and  pounded  them 
regularly  into  tlie  imaginary  slwes. 

Another  boy — representing  a  bootblack — worked  imth 
him  in  the  shop.  He  called,  "Next!"  and  a  third  boy  took 
Ills  seat  in  tJie  chair  ready  to  have  a  sJiine.  He  used  the 
board  cloth  to  great  advantage. 

Required :  a  direct  object  of  the  verb, 

SENTENCES 

1.  The  wealthy  man  gave  the  shoemaker's  son  a  tip. 

tip — direct  object  of  gave. 

2.  The  faithful  cobbler  earned  a  good  living  in  the  city. 

living — direct   object   of   earned. 


ORAL  PROJECTS  99 

3.  Helen  paid  the  bill  at  the  cobbler's  shop. 

bill — direct  object  of  paid. 

4.  We  went  into  the  little  Italian  cobbler  shop  one  rainy- 
night  and  the  shoemaker  sang  some  popular  songs  to  our 

"gang." 

songs — direct   object  of  sang. 

5.  As  the  gray-haired  cobbler  nailed  the  soles  on  the 
shoes  he  whistled  the  same  old  familiar  tunes. 

tunes — direct  object  of  zvhistlcd. 

6.  Out  of  a  limousine  into  the  stuffy  little  shop  he  stepped 
and  inquired  his  way  to  the  nearest  hotel. 

zi'ay — object  of  inquired. 

7.  The  spry  chap  in  the  shoemaker's  shop  made  friends 
with  all  his  customers. 

friends — direct  object  of  made. 

8.  The  regular  customers  at  the  cobbler's  shop  gave  Tony 
many  dollars  in  tips  on  Christmas  Eve. 

dollars — direct  object   of  gave. 

9.  From  morn  until  night  he  tapped  shoes  at  his  bench. 

shoes — direct  object  of  tapped. 

ORIGINAL   SENTENCE 

Two  boys  went  into  the  cobbler's  shop  and  gave  a  large 
bundle  to  the  little  boy  who  shined  the  customer's  shoes. 
bundle — direct  object  of  gave. 

XLIX 

ACTION 

A  boy  and  his  companion  stepped  into  a  "sleigh."    With 
the  words,  "We're  off!''  and  with  the  merry  jingle  of  bells 
'  (ting-a-ling),  the  "sleight"  sped  over  the  icy  roads. 

Required :    Group  I  or  Group  II  with  the  construction. 


100  PROJECTS  IN  ACTION  ENGLISH 

SENTENCES 

1.  Dobbin,  the  lumberman's  horse,  pulled  the  old  wagon 
up  the  hill. 

Group  I — pulled — verb. 

up  the  liill — adverbial  phrase. 

2.  The  sleigh  moved  smoothly  over  the  old  road. 

Group  I — moved — verb. 

smoothly — adverb. 

over  the  road — adverbial  phrase. 

3.  The  lumberman  pulled  his  collar  over  his  ears. 

Group  I — pulled — verb. 

over  his  ears — adverbial  phrase. 

4.  The  Shetland  pony  walked  gracefully  at  his  master's 
bidding. 

Group  II — pony — common  noun. 
Shetland — adjective. 

5.  On  went  Old  Faithful  with  the  lumbering  farm  wagon 
behind  him. 

Group  II — Old  Faithful — proper  noun. 
wagon — common  noun. 

6.  The  boy  of  Milkweed  Farm  drove  to  market  on  Christ- 
mas  Eve. 

Group  I — drove — verb. 

to  market — adverbial  phrase. 

on  Christmas  Eve — adverbial  phrase. 

7.  The  tired  grocery  clerk  drove  slowly  through  the  slip- 
pery woodland  roads. 

Group  II — clerk — noun,  common. 
tired — adj  ecti  ve. 
grocery — adjective. 
roads — common  noun. 


ORAL  PROJECTS  loi 

slippery — adjective. 
woodland — adjective. 

8.  Little  Dick  tugged  wearily  at  the  reins  of  the  battered 
harness. 

Group  I — tugged — verb. 

at  the  reins — adverbial  phrase. 

9.  The  old  farmer  in  the  sleigh  talked  to  his  friendly 
companion. 

Group  II — farmer — common  noun. 
old — adjective. 
companion — common  noun. 
friendly — adjective. 
his — adjective. 

10.  The  old  farmer  of  Indiana  brought  his  apples  to 
market  to  be  sold. 

Group  II — fanner — common  noun. 
old — adjective. 
of  Indiana — adjective  phrase. 

ORIGINAL   SENTENCE 

The  richly-dressed  young  man  drove  his  spirited  horses 
to  the  Country  Club. 

Group  I — drove — verb. 

to  the  Country  Club — adverbial  phrase. 

L 

ACTION 

A  group  of  boys  zvith  a  leader  represented  a  regiment  of 
soldiers  zvith  their  officer  coming  out  of  the  front  line 
trenches. 


I02  PROJECTS  IN  ACTION  ENGLISH 

Anotlicr  hoy  and  liis  companion  came  from  flic  opposite 
direction  and  met  them  on  the  road. 

The  latter  stepped  up  to  the  officer  and  said,  "JVill  you 
Jialt  your  tired  hoys  a  hit  while  I  sing  to  them?" 

They  halted. 

The  hoy  hegan  to  sing  "Roamin'  in  the  Gloamin' !" 

The  soldiers  clapped. 

Required:  a  grammatical  construction — optional. 

SENTENCES 

1.  Harry  Lauder  was  on  his  way  to  France. 

OM  his  zvay — adverbial  phrase. 

2.  He  met  a  regiment  of  tired,  shuffling,  dust-worn,  Scot- 
tish soldiers. 

tired — descriptive  adjective.      Scottish — proper  noun. 
shuifling — verbal  adjective.       dust-worn — compound  adjec- 
tive. 

3.  Lauder,  the  famous  Scottish  singer,  stepped  up  to  the 
officer. 

the  famous  Scottish  singer — appositive. 

4.  "Will  you  halt  your  tired  boys  for  a  few  moments 
while  I  sing  to  them?" 

interrogative  sentence. 

5.  The  weary,  dog-tired,  half-sick  men  looked  curiously 
at  the  little  man  in  kilts. 

weary — descriptive  adjective,  curiously — adverb. 

dog-tired — compound   adjec-  at  the  little  man — adverbial 

tive.  phrase. 

half-sick — compound    adjec-  in  kilts — adjective  phrase. 

tive. 

6.  For  an  hour,  the  Scotch  comedian  sang  to  the  sol- 
diers by  the  roadside. 


ORAL  PROJECTS  103 

to  the  soldiers — adverbial  ohrase. 
by  the  roadside — adverbial  phrase. 

7.  A  hush  fell  over  the  audience  of  2,000  men;  they 
leaned  eagerly   forward  and  Lauder   sang. 

Compound  sentence — independent  clauses — A  JinsJi  fell 
over  tJie  audience  of  2,000  men;  they  leaned  eagerly  for- 
zvard;  Lander  sang. 

8.  Grim  and  determined  soldiers  went  back  to  their 
dugouts  and  trenches. 

to  their  dugouts  and  trenches — adverbial  phrase. 

ORIGINAL  SENTENCE 

Lauder  was  on  his  way  to  the  little  white  cross  that 
marked  the  grave  of  his  hero  son. 

Complex  sentence ;  Lauder  zvas  on  his  ivay  to  tJie 

little  white  cross — independent  clause. 
that  marked  the  grave  of  his  hero  son — dependent 
clause. 


PART  II 
WRITTEN  PROJECTS 


LETTERS 

The  following  letters  of  actions  were  developed  as  class- 
room lessons  combining  several  essentials : 
I.     Letter  form. 
II.     Sentence  structure  in  practice. 

III.  Narration  or  exposition. 

Relating  the  story  of  an  action. 
Explaining  the  action. 

IV.  Tests  (written)  of  grammatical  constructions  based 
on  actions. 

In  all  written  English  lessons,  students  are  trained  to  be 
natural  in  the  use  of  vocabulary.  They  may  use  actual 
words  in  direct  discourse  which  may  seem  to  violate  good 
English,  but  each  expression  used  is  carefully  discussed  and 
the  proper  use  is  taught. 

Shurtleff  School 
Chelsea,  Massachusetts 
January  8,  1920 
Dear  Ralph, 

We  had  an  action  yesterday.  I  liked  it  so  well  that  I 
want  you  to  hear  about  it. 

A  boy  was  called  to  the  front  of  the  room.  He  thought 
a  moment.  Then  he  called  six  other  boys.  He  took  them 
to  a  corner  of  the  room  and  told  them  what  to  do. 

107 


io8  PROJECTS  IN  ACTION  ENGLISH 

First  he  placed  two  chairs,  one  behind  the  other.  Then 
he  sent  five  of  the  boys  to  the  back  of  the  room. 

He  sat  down  on  the  first  chair  and  the  other  boy  sat 
down  on  the  second  chair. 

The  first  boy  was  supposed  to  be  the  driver  of  a  stage- 
coach,  for  he  shouted,  "Go  along  there !" 

Then  the  other  five  boys  who  were  supposed  to  be  wolves 
started  to  howl  around  the  coach. 

The  second  boy  began  to  shoot  at  them.  Some  fell  and 
the  rest  ran  back  to  their  seats. 

Required :     Group  I  and  its  construction. 
This  is  the  sentence  that  I  gave : 
The  grizzly  old  hunter  fired  at  the  wolves. 
fired — verb. 
at  the  wolves — adverbial  phrase.  . 

•     Your  true  friend, 

Elias, 

Chelsea,  Massachusetts 
Shurtleff  School 
January  8,   1920 
Dear  Sam, 

This  action  which  I  am  writing  out  to  you  I  expect  to 
act  out  in  Room  8,  the  room  in  which  I  have  language.  I 
also  expect  to  give  one  of  the  following  sentences.  I  will 
now  tell  you  the  action,  which  is  named : 

The  Stormy  Night. 
It  was  a  cold  and  stormy  night  when  a  man  was  sitting 
on  the  side-walk  near  a  store  window.  He  held  out  his 
hand.  In  his  hand  he  held  an  old  derby  hat,  and  in  the 
hat  there  were  some  pencils  which  he  sold  to  the  passers-by. 
Near  him  lay  two  crutches  and  w'e  could  see  that  he  had 


WRITTEN  PROJECTS  109 

but  one  leg.  The  passers-by  sometimes  took  a  pencil  and 
dropped  a  five-cent  piece  into  the  hat.  Some  dropped  money 
into  the  hat  without  taking  a  pencil.  Others  went  by  with- 
out dropping  in  anything. 

This  is  the  action;  now  I  will  write  my  sentence.  One 
cold  winter  morning  an  old,  lame  man  sat  on  the  sidewalk 
and  sold  pencils. 

sold — verb. 
pencils — direct  object. 
This  action  required  a  direct  object. 

Yours  sincerely. 

Harry 

Shurtleff  School 
Chelsea,  Massachusetts 
January  8,    1920 
Dear  Dave, 

I  hope  you  are  feeling  well  and  will  be  able  to  come  back 
to  school  soon,  as  you  have  missed  a  great  deal.  Would 
you  like  to  read  about  an  action  assigned  for  the  next  les- 
son?   All  right,  you  shall;  it  was  this: 

Two  boys  v/ent  to  the  front  of  the  room  while  a  third 
walked  towards  them  with  a  newspaper  in  his  hand.  He 
said  excitedly,  "Oh,  have  you  read  the  paper?  Bob's  big 
brother  is  coming  home  from  France  decorated  with  medals. 
It  says  he  killed  a  bunch  of  Germans.  Gee,  I  wish  I  was 
him  killin'  Germans."  Then  the  boys  parted,  spreading  the 
news  throughout  the  village. 

Group  I  was  required  with  the  phrase,  and  this  is  the  sen- 
tence I  wrote. 

The  boys  on  the  bridge  talked  excitedly. 
on  tJie  bridge — adverbial  phrase. 


no  PROJECTS  IN  ACTION  ENGLISH 

talked — verb. 
excitedly — adverb. 
I  hope  you  will  enjoy  this  letter. 

With  the  best  wishes, 

Samuel 

Shurtleff  School 
Chelsea,  Massachusetts 
January  8,  1920 
Dear  Jack, 

I  heard  from  you  that  you  were  having  a  good  time  in 
your  school  room.  I  will  write  now  of  my  good  times.  One 
day  in  Room  8  last  week  we  had  this  action.  A  boy  stepped 
to  the  front  of  the  room  and  called  many  more  boys  out. 
The  first  thing  the  boys  represented  was  Gibbons  of  the 
Chicago  Tribune  moving  slowly  along  with  the  U.  S,  A.  in 
the  trenches.  Then  in  a  minute  something  struck  him  and 
instead  of  seeing  black,  he  saw  white.  Even  though  he  was 
losing  consciousness  he  wrote  in  his  note-book.  Gibbons 
was  wounded.  After  that  the  boys  took  their  seats. 
Group  I  was  required  and  good  sentences  were  given.  I  am 
closing  because  it  is  getting  late. 

Your  loving  cousin, 

Morris. 

ShurtlefT  School 
Chelsea,  Massachusetts 
January  8,    1920 
Dear  Benny,  ' 

One  day  in  Room  8  we  had  some  fine  action  work. 
One  boy  came  to  the  front  of  the  room  and  called  for  seven 
boys.    The  leader  acted  as  Harry  Lauder,  the  great  singer, 


WRITTEN  PROJECTS  in 

and  the  others  were  soldiers  and  officers  about  whom  I 
will  tell  you  now.  Harry  Lauder  was  passing  along  the 
road  and  he  saw  some  shuffling,  dog-tired,  Scottish  soldiers. 
Lauder  went  up  to  the  officei  and  asked  him  to  halt  the 
boys  while  he  sang.  The  officer  halted  the  boys  and  Lauder 
started  to  sing  a  song.  After  he  had  finished  singing, 
the  officer  thanked  him,  and  the  boys  gave  him  three  cheers 
and  went  on  gladly  to  the  trenches.  The  boys  did  that 
action  well. 

^ly  action  sentence  was  pretty  good.  I  will  write  it 
for  you :  Harry  Lauder  sang  for  the  shuffling,  dog-tired, 
Scottish  soldiers. 

Harry  Lauder  is  the  noun;  adverbial  phrase — for  tJie 
sJiufHing,  dog-tired,  Scottish  soldiers. 

Your  true  friend, 
Adam 

Chelsea,  ^Massachusetts 
January  13,  1920 
Shurtleft"  School 
Dear  Tom, 

If  I  am  called  on  for  an  action  I  will  call  five  boys.  I 
shall  place  them  in  different  parts  of  the  room.  Then  I 
shall  lift  my  head  and  look  at  the  ceiling.  One  boy  will 
come  over  and  begin  to  look  up  too.  All  the  boys  will  do 
the  same  thing.  I  will  have  a  boy  act  as  a  dog.  Then  I 
will  walk  away  angrily  with  my  dog  and  say,  "You  can't 
even  swallow  a  pill  in  peace!" 

I  hope  that  my  teacher  will  like  it.  Try  to  come  over 
today.     I  want  to  show  you  my  puppy  and  tool-chest. 

Your  best   friend, 

Harold 


112  PROJECTS  IN  ACTION  ENGLISH 

II 

MENTAL  PICTURES  OF  REVIEW  ACTIONS 

As  action  lessons  progressed,  the  student's  power  of  in- 
dividual thinking  developed  rapidly.  He  became  alert  to 
mental  tests  of  one  word  or  three  word  pictures.  Occa- 
sionally groups  of  words  were  used  to  advantage  for  sen- 
tence and  paragraph  tests  of  oral  or  written  composition. 

The  following  lessons  have  been  developed  in  the  English 
class  room  without  gathering  material  before  the  regular 
recitation  period. 

A  limited  period  of  time  for  thinking  was  given  for  a 
sentence  test  on  mental  pictures. 

WRITTEN     LESSON 

Required :  mental  picture  of  an  action  in  review,  tran- 
sitive verb  and  direct  object. 

1.  The  old  veteran  of  the  Civil  War  hoisted  Old  Glory 
at  sunrise. 

hoisted — transitive  verb. 
Old  Glory — direct  object. 

2.  The  great  cow-boy,  Buffalo  Bill,  roped  the  cattle  on 
the  open  plains  of  Oregon, 

roped — transitive  verb. 
cattle — direct  object. 

3.  The  great  artist  Guido  Reni  of  Italy  painted  pictures 
for  the   Pope. 

painted — transitive  verb. 

4.  The  well-trained  intelligent  dog  brought  in  his  mas- 
ter's hat. 


WRITTEN  PROJECTS  113 

brought — transitive  verb. 
hat — direct  object. 

5.  The    cow-punchers    of    the    IMexican    Ranch    "D" 
branded  the  cattle  with  their   initials. 

branded — transitive  verb. 
caffle — direct  object. 

6.  The  tawny  hunter  of  western  Texas  skinned  the  buf- 
falo while  his  fellowmen  shot  at  the  bright  plumed-  birds. 

trimmed — transitive  verb. 
buffalo — direct  object. 

7.  The  Salvation  Army  lassie  baked  doughnuts. 

doughnuts — direct  object. 
baked — transitive  verb. 

8.  The  sturdy  old  cook  of  the  ship's  galley  chopped  the 
fish. 

chopped — transitive  verb. 
fisJi — direct  object. 

9.  The   brave  cowboy  of   the  Texan  village   shot   the 
boar. 

shot — transitive  verb. 
boar — direct  object. 

10.  The  American  soldier  of  the  little  town  shot  the 
German  sniper  through  the  heart. 

shot — transitive  verb. 
sniper — direct  object. 

11.  Chink,   an   ever-moving  pup,   chewed  his  master's 
boots. 

cheivcd — transitive   verb. 
boots — direct  object. 

12.  The  merry  butcher  of  Boston  cut  the  meat  for  his 
customers. 


114  PROJECTS  IN  ACTION  ENGLISH 

cut — transitive  verb. 
meat — direct  object. 

13.  The  little,  bronzed-faced  child  dug  potatoes  in  the 
garden. 

dug — transitive   verb. 
potatoes — direct  object. 

14.  The    great    Indian    Scout,    Buffalo    Bill,    rode    his 
famous  horse,  Rainbow,  as  he  fought  the  Indians. 

fought — transitive  verb. 
Indians — direct  object. 

15.  The  husky  cowboy  killed  the  Mexican  bandit. 

killed — transitive  verb. 
bandit — direct  object. 

16.  The  soldiers  of   America  won  the  victory. 

victory — direct  object. 
won — transitive  verb. 


Ill 

MENTAL    PICTURE    OF    AN    ACTION    IN    REVIEW 

Required:    Optional  construction. 

1.  The  wandering  child,  whose  name  was  Red  Riding 
Hood,  picked  flowers  by  the  roadside. 

wandering — verbal  adjective. 

whose    name    was    Red    Riding    Hood — relative 

clause. 
Hoivers — direct  object. 

2.  The  whistling  of  the  wind  was  heard  by  the  chil- 
dren in  the  lonely  cabin. 

whistling — abstract  noun. 

of  the  wind — adjective  phrase. 


WRITTEN  PROJECTS  115 

3.  The  woman  who  was  a  member  of  the  Red  Cross 
sewed  clothes   for  the  Belgian  orphans. 

who  zvas  a  Jiiember  of  tJie  Red  Cross — relative 
clause. 

4.  The  sturdy,  fighting,  bronzed-faced  Indians  of  the 
Sioux  tribe,  who  were  barbaric  people  of  the  plains,  at- 
tacked the  white  settlers  in  the  open,  early  in  the  morning. 

fighting — verbal   adjective. 

hronzcd-faced — compound  adjective. 

of  the  Siou.v  tribe — adjective  phrase. 

zvho  zvere  barbaric  people  of  the  plaiiis — relative 

clause. 
settlers — direct  object. 

5.  The  roving  cowboy  came  upon  the  old  unused  trail. 

roving — verbal  adjective. 

upon  the  old  unused  trail — adverbial  phrase. 

6.  The  plainsman  from  Kansas  gave  the  cowboy  per- 
mission  to   take   his   horse. 

from  Kansas — adjective  phrase. 
cozi'boy — indirect  object. 

7.  Down  the  hill  came  the  wanderers  and  their  caravans, 
moving  swiftly  on  the  sand  of  the  desert. 

down  the  hill — adverbial  phrase. 
their — possessive  adjective. 
swiftly — adverb. 
on  the  sand — adverbial  phrase. 
of  the  desert — adjective  phrase. 

8.  Down  fell  Krinkle-horn  over  the  steep  cliff  to  be 
crushed  on  the  rocks  below. 

over  the  steep  cliff — adverbial  phrase. 
on  the  rocks — adverbial  phrase. 

9.  The   roaming,    tanned- faced    Yankees   of   the   26th 


ii6  PROJECTS  IN  ACTION  ENGLISH 

were    given    doughnuts    by    the    Salvation    Army    lassie. 
tanncd-faccd — compound  adjective. 
roaming — adjective,  verbal. 
of  the  26th — adjective  phrase. 

10.  The  excited  Jackies  on  the  Destroyer  Conklin  made 
every  shot  tell  on  the  German  submarine. 

of  the  Destroyer  Conklin — adjective  phrase. 

11.  The  engineer  of  the  51st  Special  saw  the  runaway 
careen  around  and  topple  over  as  it  hit  the  curve  at  Horse- 
shoe Bend. 

of  the  ^ist  Special — adjective  phrase. 
at  Horseshoe  Bend — adverbial  phrase. 

12.  Harry  Hawker,  who  was  an  Englishman,  made  an 
unsuccessful  trip  in  an  airplane  over  the  Atlantic. 

who  was  an  Englishman — relative  clause. 
over  the  Atlantic — adverbial  phrase. 

13.  The  roaming,  poorly-clad,  dark  squaw  of  the  Iro- 
quois tribe  who  was  a  traitor  deserted  her  people  at  a 
critical  moment. 

roaming — verbal  adjective. 

poorly-clad — compound  adjective. 

of  the  Iroquois  tribe — adjective  phrase, 

who  zvas  a  traitor — relative  clause. 

at  a  critical  moment — adverbial  phrase. 

14.  The  fearless  women  of  Russia  fought  until  their 
last  drop  of  blood  to  save  their  country  from  the  unspeak- 
able  Hun. 

of  Russia — adjective  phrase. 
of  blood — adjective  phrase. 
feafless — descriptive  adjective. 
unspeakable — descriptive. 

15.  The  sturdy  but  abandoned  cabin  of  the  Tennessee 


WRITTEN  PROJECTS  117 

woods  which  was  weather-beaten  was  a  welcome  sight  to 

the  tired  travellers. 

of  the  Tennessee  zvoods — adjective  phrase. 
which  zvas  zveather-beaten — relative  clause, 
to  the  tired  travellers — adverbial  phrase. 

16.  The  sturdy  fighters  of  Belleau  Woods  fought  val- 
iantly in  the  midst  of  the  battle. 

of  Belleau  Woods — adjective  phrase. 
valiantly — adverb. 

17.  Quentin  Roosevelt,  who  was  an  American  ace,  died 
for  the  cause  of  Democracy. 

zvlio  zcas  an  American  ace — relative  clause. 
of  Democracy — adjective  phrase. 

18.  Somewhere  at   sunset  a  fighting  Jackie  raised  the 
Stars  and  Stripes. 

at  sunset — adverbial  phrase. 

19.  Corporal  Murray  and  Private  Jones  dashed  over  the 
shell-torn  battle-field. 

Corporal  Murray  and  Private  Jones — compound 

subject. 
over  the  shell-torn  battle-field — adverbial  phrase. 

20.  The  large,  roaming  hordes  of  Indians  swept  through 
a  small  town  of  Indiana. 

roaming — adverb. 

of  Indians — adjective  phrase. 

of  Indiana — adjective  phrase. 

21.  The  doctor  who  came  from  Japan  tested  the  im- 
pure water. 

•who  came  from  Japan — relative  clause. 
water — direct  object. 

22.  Babe  Ruth,  who  was  a  southpaw,  pitched  a  stirring 
game  at  Fenway  Park. 


ii8  PROJECTS  IN  ACTION  ENGLISH 

who  zms  a  southpazv — relative  clause. 
game — direct  object. 
at  Fenway  Park — adverbial  phrase. 
23.     The   bronzed-faced,   kind-hearted,   sturdy,   fighting, 
smiling  Yankee  of  the  26th  met  his  mother  at  the  pier. 
hronzed-faced — compound  adjective. 
kind-hearted — compound  adjective. 
sturdy — descriptive  adjective. 
fighting — verbal  adjective. 
of  the  26th — adjective  phrase. 

IV 

MENTAL  ACTION 

Picture:     Wanderers  around  a  canipHre. 
Required:  construction  optional. 

1.  Robin  Hood  waited  for  his  men  around  the  camp- 
fire  in  Sherwood  Forest. 

in  Sherwood  Forest — adverbial  phrase. 

2.  The  three,  weary  hunters  slept  peacefully  around  the 
dying  campfire. 

around  the  dying  campfire — adverbial  phrase. 

3.  "How  did  you  like  your  trip  to  Alaska?"  asked  the 
first  one  as  he  cooked  supper  over  the  campfire. 

over  the  campfire — adverbial  phrase. 

4.  Two  shivering  figures  sat  around  the  fire  planning  the 
good  times  they  were  to  have. 

around  the  fire — adverbial  phrase. 

5.  In  the  cold  bleak  land  of  Siberia  the  explorers  hud- 
dled around  their  campfire. 

of  Siberia — adjective  phrase. 
cold,   bleak — descriptive  adjectives. 


WRITTEN  PROJECTS  .119 

6.  "Say,  Jack,"  said  the  lumberman  near  the  camp- 
fire,  "tell  us  about  your  adventure  with  the  Apaches !" 

near  the  campfirc — adverbial  phrase. 
ivith  the  Apaches — adjective  phrase. 

7.  Colonel  Roosevelt,  the  great  story  teller,  told  his  cow- 
punchers  about  his  own  adventures  in  the  past. 

about  his  ozvn  adventures — adverbial  phrase. 

8.  The  men  drew  close  to  the  campfire  on  that  cold 
frosty  evening  in  the  Maine  woods. 

to   the  cauipfire — adverbial  phrase. 

9.  The  Arabian  wanderer  followed  his  enemy  to  the 
edge  of  the  deep  jungles  in  central  Africa. 

to  the  edge — adverbial  phrase. 

of  the  deep  jungles — adjective  phrase. 

10.  Sergeant  Barry  and  his  troop  sat  around  the  camp- 
fire  awaiting  orders  from  headquarters. 

around  the  campfire — adverbial  phrase. 
from  headquarters — adjective  phrase. 

ORIGINAL   SENTENCE 

The  two  officers  of  the  battleship  Oregon  lay  around  the 
campfire  lazily  and  thought  over  their  plans  for  the  rest  of 
the  day. 

around  the  campfire — adverbial  phrace. 

of  the  battleship  Oregon — adjective  phrase. 

V 

ACTION 

A  boy  called  four  other  boys  to  help  him.  They  repre- 
sented sailors  and  officers  on  board  a  vessel  caught  in  "high 
seas/'     One  remarked,  ''Keep  up  the  good  work!    Maybe 


120  PROJECTS  IN  ACTION  ENGLISH 

zve  can  reach  the  lighthouse.     Guard  rocks  and  reefs  that 
surround  lis!" 

Required:  a  transitive  verb  and  a  direct  object,  or 
an  adverbial  phrase. 

1.  The  expert  seamen  on  the  U.  S.  S,  Maryland  guarded 
the  coast  from  the  lurking  German  submarines. 

guarded — transitive  verb. 
coast — direct  object. 

2.  One  stormy  night  the  keepers  of  the  lighthouse  gave 
signals  to  the  sailors  aboard  a  vessel  in  distress. 

gaz'c — transitive  verb. 
signals — direct  object. 

3.  The  lighthouse  keeper  and  his  little  girl  watched  the 
ship  rolling  in  the  stormy  waves. 

watched — transitive  verb. 
ship — direct  object. 

4.  As  the  storm  wore  on,  the  dog-tired  watchers  gave 
the  warning  of  danger. 

gave — transitive  verb. 
warning — direct  object. 

5.  Columbus  sailed  on  through  heavy  storms,   on  the 
Santa  ]\Iaria,  while  the  sailors  begged  him  to  turn  back. 

begged — transitive  verb. 
him — direct  object. 

6.  The  stately  lighthouse  sent  its  bright  gleam  across 
the  stormy,  ice-bound  harbor. 

sent — transitive  verb. 
gleam — direct  object. 

7.  The  old  lighthouse  keeper  of  Cape  Cod  tried  to  save 
the  lives  of  the  men  in  the  fishing  schooner. 

save — transitive   verb. 
lives — direct  object. 


WRITTEN  PROJECTS  121 

8.  The  captain  of  the  Life  Saving  Crew  rang  the  bell 
so  that  the  ship  would  not  dash  on  the  rocks  in  the  fog. 

rang — transitive  verb. 
hell — direct  object. 

9.  In  the  lighthouse  the  German  spy  put  out  the  light. 

put — transitive  verb. 
liglit — direct  object. 

10.  The  guards  sent  out  three  sailors  in  a  boat  to  bring 
ashore  the  survivors  on  the  leaking  ship. 

sent — transitive  verb. 
sailors — direct  object. 

ORIGINAL  SENTENCE 

The  brave  American  Jackies  of  the  Yacht  Speedway 
washed  the  decks  on  the  dreary  afternoon  as  death  lurked 
near. 

zvashed — transitive  verb. 
decks — direct   object. 

VI 

MENTAL    PICTURES 

Three  Word  Test 

Scout — Horse — Indian 

It  was  a  sunny  evening  in  May.  Through  the  tall  grass 
crawled  a  man, — a  white  man,  and  close  beside  him  walked 
his  horse. 

After  a  while  he  stood  up, — his  tall  form  outlined  against 
the  sky. 

Suddenly  he  fell  llat  on  his  face  and  about  fifty  yards 


122  PROJECTS  IN  ACTION  ENGLISH 

away  three  Indians  emerged  from  the  bushes.    Their  painted 
faces  gleamed  in  the  moonhght. 

They  had  a  whispering  conversation  and  then  rode  away 
on  their  small  ponies.  The  hunter  at  once  continued  on 
his  way  to  the  camp  to  tell  the  people  that  the  Indians 
were  on   their  trail. 

Ammunition — Machine-Gun — German 

"The  ammunition  is  exhausted,''  said  Jim.  "You  will 
have  to  go  and  get  more  as  the  Germans  are  advancing." 

Jack  went  for  machine-gun  ammunition.  When  he  came 
back  he  saw  Jim  lying  on  the  breastwork.  Then  he  put 
in  the  ammunition  and  heard  a  feeble  voice  say :  "Give  it 
to  them,  Jim!"     And  he  did! 

Hunter — Jungle — Jaguar 

Years  ago  a  boastful  hunter  lived  among  the  gypsy 
tribes.  He  went  out  into  the  woods  to  try  his  skill.  As  he 
neared  a  dense  part  of  the  jungle  he  heard  a  slight  move- 
ment behind  him.  Turning  around  he  beheld  a  fierce-look- 
ing jaguar.  His  first  thought  was  to  run.  but  thinking  of 
his  reputation  he  halted  and  got  his  gun  in  readiness.  To 
his  amazement  he  found  that  he  had  only  one  shot  left. 
He  lifted  his  gun  and  fired,  hitting  the  beast  between  his 
eyes.  The  jaguar  rolled  over,  dead.  His  one  shot  had 
reached  a  vital  spot.  He  skinned  the  jaguar  and  left  his 
carcass  to  the  wolves. 

Canoe — Hudson — Campfire 

A  crimson-colored  canoe,  paddled  by  two  young  men, 
came  around  a  bend  in  the  Hudson. 


WRITTEN  PROJECTS  123 

"Where  shall  we  land  for  a  dinner,  Jack?"  said  Al. 

"It's  too  early  for  dinner,  yet,"  said  Jack. 

"But  I'm  hungry!"  said  Al. 

"Oh,  all  right,  I  wouldn't  mind  having  a  bite,"  said  the 
other. 

So  landing  at  a  grassy  spot.  Jack  went  to  look  for  some 
wood  for  the  campfire,  while  Al  carried  the  supplies  from 
the  canoe. 

An  hour  later  two  boys  were  lying  contentedly  on  the 
grass. 

"I  am  glad  that  I  am  alive,"  said  Jack. 

"So  am  I,"  said  Al. 

Convict — Bloodhounds — Police 

It  was  midnight.  Two  faint  cracks  were  heard.  Out  of 
the  window  there  came  a  long  rope.  A  man  in  a  striped  suit 
slid  down,  and  disappeared  into  the  darkness. 

Four  hours  later  dawn  w^as  breaking  and  three  blood- 
hounds were  already  on  the  trail. 

They  came  to  the  bushes  where  the  convict  was  hiding. 
Two  of  the  faithful  animals  were  stabbed,  but  the  other 
raised  the  alarm.  The  keepers  and  the  guards  surrounded 
the  bushes  and  commanded  the  convict  to  come  out. 

An  hour  later  they  were  back  with  their  prisoner  locked 
securely  behind  the  bars. 

Indian  Boy — Buffalo — Food 

Oocha  was  taking  a  walk.  His  father  was  chief  of  the 
tribe.  Oocha  came  running  back  quickly,  saying,  "Father, 
— great  lot  buffalo;  me  like  buffalo!"  The  chief  summoned 
his  men,    for  he  understood  what  his   son  meant.     They 


124  PROJECTS  IN  ACTION  ENGLISH 

started  out  to  get  them  with  their  arrows.  As  they  ar- 
rived on  the  prairie  they  saw  the  herd.  As  far  as  their 
eyes  could  reach  they  could  see  nothing  but  buffaloes.  Many 
of  them  dropped  as  they  faced  a  shower  of  arrows.  The 
Indians  took  them  home  quickly  and  the  squaws  skinned 
them.     Oocha  knew  that  he  would  have  a  good  feast. 

The  Old  Lady — the  Courteous  Boy — ^the  Kind  Act 

It  was  a  cold,  wintry  day.  The  frost  v^^as  biting  unmer- 
cifully. On  the  curbstone  stood  a  little  old  lady  with  a  shawl 
around  her  shoulders.  With  a  worried  expression  on  her 
face  she  looked  up  and  down  the  busy  street  waiting  her 
chance  to  cross. 

A  little  way  up  the  street  was  a  crowd  of  boys  making 
fun  of  her,  for  she  looked  like  a  witch  with  her  unkempt 
hair  and  wrinkled  face.  Although  she  did  not  seem  to 
heed  their  remarks,  she  felt  very  badly  and  pitied  them  for 
not  knowing  better. 

One  of  the  boys  stepped  forward  and  offered  to  escort 
her  across.     The  boys  all  stood  gasping  with  amazement. 

When  he  came  back  to  the  place  where  the  boys  were,  he 
said,  "Don't  laugh,  boys,  she's  somebody's  mother." 

Ships — Storm — Wreck 

In  that  broad  expanse  of  ocean  was  a  ship,  battling 
against  the  supremacy  of  the  sea.  It  was  the  good  ship 
Ann  from  Boston.  She  was  of  the  old  type  sailboat  owned- 
by  a  company  of  traders.  The  captain  was  of  the  old  type, 
too.  He  had  taken  his  only  daughter  for  a  voyage  to 
China  with  him.  Just  off  the  coast  of  China  they  had 
encountered  a  hurricane.     The  captain  knew  that  the  boat 


WRITTEN  PROJECTS  125 

had  no  chance  in  such  a  gale.  He  gave  orders  for  every 
one  to  take  to  the  life-boats  because  land  could  be  seen. 
]\Iany  of  the  crew  were  killed  when  they  tried  to  get  into 
the  life-boats.  On  the  shore  was  a  life-saving  station.  Im- 
mediately the  crew  was  sent  out  to  save  the  people.  But 
when  they  arrived  the  captain  and  his  daughter  were  the 
only  survivors  of  the  good  ship  Ann.  Later  the  captain  and 
his  daughter  took  passage  to  San  Francisco  and  then  to  his 
home  in  Boston. 


Second  Year  of  the  Junior  High  ScJwol 

CONSTRUCTION  IN  TECHNICAL  GRAMMAR  CON 
TINUED  IN  DETAIL  THROUGH  ACTION 


VII 

The  following  examples  of  lessons  in  technical  grammar 
will  give  an  idea  of  results  in  detail. 

At  most,  teaching  only  leads  the  way  for  the  correct  use 
of  English  vocabulary  and  choice  of  expression. 

Detailed  work  both  in  oral  and  in  written  results  of  ac- 
tion prove  that  interesting,  careful,  and  constant  drill  will 
tend  to  fix  in  the  minds  of  students,  the  necessary  and  effec- 
tive form  of  correct  English  expression. 

ACTION 

The  small  step-ladder  zi'as  placed  at  the  front  of  the  room. 
A  boy  climbed  to  the  top  step  and  began  to  signal.  His 
face  showed  that  the  situation  zcas  serious. 

SENTENCE 

The  brave-hearted  soldier  climbed  the  steep,  rocky  cliff 
in  order  that  he  might  signal  the  heavy  artillery  that  the 
enemy  had  camped  outside  the  line  of  defense. 
brave-hearted — compound  adjective. 
in  order  that  he  might  signal  the  heavy  artillery 

— a   purpose  clause. 
outside  the  line — adverbial  phrase. 
of  defense — an  adjective  phrase. 

126 


WRITTEN  PROJECTS  127 

VIII 

ACTION 

A  young  girl  led  a  company  of  boys  across  the  room. 
Her  head  zcas  lifted  high  and  she  pretended  to  rein  in  her 
horse. 

SENTENCE 

Joan  of  Arc,  a  poor  peasant  girl,  who  loved  her  coun- 
try-men, I  assure  you,  led  the  soldiers  of  France  on  to 
victory  in  order  that  her  country  might  be   forever   free. 

a  poor  peasant  girl — an  appositive. 

who  loved  her  countrymen — relative  clause. 

of  France — adjective  phrase. 

/  assure  you — parenthetical  expression. 

to  victory — adverbial  phrase. 

in  order  that  her  country  might  he  forever  free — 
purpose  clause. 

IX 

ACTION 

A  boy  used  both  hands  as  spy  glasses  and  searched  and 
peered  into  the  darkness.  "0,  the  endless  boom,  boom,  out 
there  where  it  is  darker  than  the  blackest  night!"  escaped 
his  lips.     Several  sharp  orders  zvere  given. 

SENTENCE 

The  /American  naval  guns  roared  all  through  the  stormy 
night,  believe  me,  and  hurled  unceasingly  their  giant  shells 
as  if  their  very  lives  depended  upon  sinking  that  same  Ger- 
man dreadnaught. 

through  the  stormy  night — adverbial  phrase. 


128  PROJECTS  IN  ACTION  ENGLISH 

believe  me — parenthetical  expression. 
unceasingly — adverb. 
tJieir — possessive  adjective. 
I'ery — intensive    adjective. 
same — identifying  adjective. 

X 

ACTION 

A  girl  took  her  position  at  the  desk.  She  had  a  ''glass 
of  zvate/'  beside  her.  She  gave  a  short  appeal  for  the  Red 
Cross.     Sentences  ivere  short  and  to  the  point. 

SENTENCE 

The  noisy  audience  was  silenced  by  the  thrilling  speech 
which  the  great  Red  Cross  worker  gave  of  her  experiences 
in  order  that  she  might  persuade  the  people  of  America  to 
aid  the  starving  children  of  Europe. 

by  tJie  thrilling  speech — adverbial  phrase. 
zuJiich  the  great  Red  Cross  worker  gave  of  her 

experiences — relative  clause. 
in  order  that  she  might  persuade  the  people  of 
America  to  aid  the  starving  children  of  Europe 
— purpose  clause. 
of  America — adjective  phrase. 
of  Europe — adjective  phrase. 

XI 

ACTION 

Boys  represented  soldiers  in  a  charge  toward  the  en- 
emy's line.     One  reached  his  objective. 


WRITTEN  PROJECTS  129 

SENTENCE 

The  American  soldier,  I  assure  you,  who  charged  in  or- 
der to  drive  the  German  machine-gun  crew  from  its  strong- 
hold is  the  very  man  who  killed  the  rattlesnake  in  the  rugged 
mountains  of  Colorado. 

American — proper  adjective. 

very — intensive   adjective. 

in  flic  rugged  nioiinfains — adverbial  phrase. 

of  Colorado — adjective  phrase. 

killed — verb  in  a  clause. 

rattlesnake — direct  object   in  the  accusative  case. 

in  order  to  drive  the  Geniian  gun  crew  from  its 
stronghold — purpose  clause. 

XII 

ACTION 

Six  boys  who  zvere  chosen  zvere  lined  up  zvith  hands  out 
straight  {rifles).  Some  used  pointers.  At  the  zvord  of 
command  the  boys  each  gave   one  clear  word — "Boom!" 

SENTENCE 

When  the  French  were  within  forty  paces  the  word  of 
command  rang  out,  and  a  crash  of  musketry  answered  all 
alonof  the  line. 

Compound-complex  sentence. 

when  the  French  were  zvitliin  forty  paces — ad- 
verbial clause  of  time. 
of  musketry — adjective  phrase. 
along  the  line — adverbial  phrase. 
out — adverb. 
of  command — adjective  phrase. 


I30  PROJECTS  IN  ACTION  ENGLISH 


XIII 

ACTION 

A  hoy  zcitJi  a  pointer  crept  around  the  table  and  finally 
aimed  at  Jiis  target.  He  stood  in  Indian  fashion  as  if  giving 
thanks  for  his  success  which  had  just  come  to  him. 

SENTENCE 

The  Indian,  a  hunter,  I  assure  you,  has  gone  into  the 
heart  of  the  woods  to  shoot  deer  for  his  family  in  order  that 
they  might  have  venison  for  their  feasts. 
a  hunter — an  appositive. 
/  assure  you — parenthetical  expression. 
into  the  heart — adverbial  phrase. 
of  the  zvoods — adjective  phrase. 
in  order  that  they  might  have  venison  for  their 
feasts — purpose  clause. 

XIV 

ACTION 

Two  little  girls  zualked  along  and  one  stopped  suddenly, 
exclaiming,  "Oh,  Ruth,  look  at  this  one!  It  is  just  a  hud. 
Won't  she  like  this!  Oh,  see,  aren't  these  heautifidf  Let's 
take  them  to  her  noiv." 

SENTENCE 

The  little  blue-eyed  children,  who  are  twin  sisters,  plucked 
the  beautiful  flowers  from  their  garden  in  order  that  they 
might  give  them  to  their  sick  mother. 


WRITTEN  PROJECTS  131 

blue-eyed — compound   adjective. 
who  are  twin  sisters — relative  clause. 
plucked — transitive  verb. 
their — possessive  adjective. 

in  order  that  they  might  give  them  to  their  sick 
mother — purpose  clause. 


XV 

ACTION 

A  hoy  spoke  in  a  decided  manner  to  another,  saying: 
"Throw  the  rope  to  the  fiian  on  the  pier!" 

SENTENCE 

The  old  captain,  I  assure  you,  gave  the  man  orders  to 
place  the  rope  so  that  I  could  tie  the  floating  boat  to  the 
very  same  pier. 

/  assure  you — parenthetical  expression. 

man — indirect   object. 

orders — direct  object. 

so  that  I  could  tie  the  floating  boat  to  the  very 
same  pier — result  clause. 

to  the  very  same  pier — adverbial  phrase. 

very — intensive  adjective. 

same — identifying  adjective. 

floating — verbal  adjective. 

XVI 

ACTION 

Choice  of  mental  picture  of  an  action.  Vary  requisites 
in  each  sentence;  three  sentences  required  in  each  set. 


132  PROJECTS  IN  ACTION  ENGLISH 

Set  I 

1.  The  sergeant's  last  cry  broke  the  air  crisply. 

sergeant's — possessive  modifier. 
crisply — adverb. 

2.  The  Tommy,  a  burly  Englishman,  refused  to  obey 
his    commanding   officer. 

a  burly  Englishman — appositive, 
commanding — verbal  adjective. 

3.  The   sailor,  who  was  on  the  fishing  schooner,   fell 
overboard. 

who  zvas  on  the  fishing  schooner — relative  clause. 
fishing — verbal  adjective. 

Set  II 

1.  The  Pilgrims  walked  to  church  with  guns  on  their 
shoulders. 

their — possessive  adjective. 

2.  The  captain  in  the  trench  looked  through  the  tele- 
scope. 

through  the  telescope — adverbial  phrase. 

3.  The  mother  set  the  table  and  the  son  drew  the  water 
from  the  well. 

two  independent  clauses. 

Set  III 

1.  The  horseman's  superior  knowledge  of  horses  gave 
him  a  decided  advantage  over  the  other  racers.. 

him — direct  object  in  the  dative  case. 

2.  In  his  frantic  attempt  to  hurry,  he  wasted  sheets  of 
paper. 

sheets — direct  object  in  the  accusative  case. 


WRITTEN  PROJECTS  133 

3.     There  the  pine  tree  stood,  day  by  day,  admired  by 
many  lovers  of  nature  until  the  wood  choppers  came. 
by  many  lovers — adverbial  phrase. 
of  nature — adjective  phrase. 

until  the  zvood  choppers  came — time  clause    (ad- 
verbial). 

Set  IV 

1.  The  girl,   an  Indian  maiden,  sped  swiftly  over  the 
river  to  Jamestown. 

a)i  Indian  maiden — appositive. 
over  the  river — adverbial  phrase. 
to  Jamestown — adverbial  phrase. 

2.  That  flag,  sir,  is  the  American  standard! 

sir — nominative  of  address. 
American — proper   adjective. 
is — linking  verb. 

3.  We  saw  footprints  of  a  human  being  on  the  Arizona 
sands  when  our  caravan  halted. 

of  a  human  being — adjective  phrase, 
on  the  Arizona  sands — adverbial  phrase. 
ivhen  our  caravan  halted — time   clause    (adverb- 
ial). 

Set  V 

I.     The  wireless  operators  received  the  message  of  warn- 
ing after  they  had  rounded  the  treacherous  cape, 
received — transitive  verb, 
message — direct  object. 
of  warning — adjective  phrase. 
after   they   had  roitndcd   the   treacherous   cape — 
time  clause  (adverbial). 


134  PROJECTS  IN  ACTION  ENGLISH 

2.  The  brute,  a  narrow-minded  fellow,  whipped  the 
negro,  furiously,  because  he  refused  to  work  in  the  broiling 
sun. 

a  narrow-minded  fellow — appositive. 
negro — direct  object. 
furiously — adverb. 

because  he  refused  to  ivork  in  the  broiling  sun — 
adverbial  clause  of  reason  or  cause. 

3.  The  photographers,  although  they  had  lost  several 
cameras  in  the  attempt,  ascended  the  gorge  of  the  canyon 
in  order  to  get  the  marvellous  scene  from  the  heights. 

although  they  had  lost  several  cameras  in  the  at- 
tempt— concession  clause. 

gorge — direct  object  in  the  accusative  case. 

of  the  canyon — adjective  phrase. 

in  order  to  get  the  marvellous  scene  from  the 
heights — purpose   clause. 


Third  Year  of  the  Junior  High  School 

XVII 

The  following  sentences  built  up  through  vocabulary  with 
action  as  the  basis  for  thought  have  been  developed  in 
the  regular  thirty-minute  period  assigned  for  composition. 

Unless  otherwise  definitely  stated,  all  results,  including 
sentences  developed  through  action,  one  and  three  word 
mental  tests,  letters  and  paragraph  structure,  have  been 
obtained  through  regular  recitations  in  the  class  room 
periods. 

The  developed  compositions  are  allowed  two  thirty-min- 
ute periods  for  completion. 

The  only  home  work  done  in  action  English  classes  is 
the  careful  gathering  of  mental  material. 

The  following  compositions  are  not  all  faultless  but  are 
considered  worthy  specimens  of  handling  vocabulary  and 
subject  matter  through  sentence  structure. 

ACTION 

A  boy  saf  at  the  fable,  tapping  click,  click,  click — click- 
click.  Suddenly  from  the  entrance  door  near  the  hall  an- 
other boy  came  staggering  in.  He  labored  his  zvay  along, 
falling  once  and  gaining  his  feet  with  difficulty.  At  last 
he  reached  the  table,  zvhere  he  barely  stammered  the  zvords — 

135 


136  PROJECTS  IN  ACTION  ENGLISH 

"Trench  22  in  danger  of  bombing!"     Finally  he  dropped 
at  the  sender's  feet  exhausted. 
Required:  a  loose  sentence. 

SENTENCES 

1.  The  wounded  soldier  staggered  into  the  room  of  the 
telegraph  operator  to  tell  of  the  advance  of  the  enemy  on 
the  western  front. 

2.  The  wounded  and  exhausted  soldier  staggered  into 
the  wireless  headquarters  warning  that  there  was  a  shortage 
in  ammunition. 

3.  The  tired,  shell-worn  soldier  barely  made  the  fort 
to  tell  the  captain  of  distressing  circumstances  at  Hill  243. 

4.  The  plucky,  wounded  soldier  delivered  a  message 
which  saved  the  regiment. 

5.  The  young  despatch  carrier  stumbled  half-dead  into 
the  room  and  delivered  his  message  to  the  general. 

6.  The  staunch,  heroic  young  private  with  a  great  deal 
of  exertion  reached  his  objective  and  the  day  was  saved. 

7.  The  wounded  soldier  dragged  himself  into  the  wire- 
less station  to  ask  aid  for  his  lost  battalion. 

8.  Staggering,  the  wounded  soldier  came  on, — his  face 
mud-bespattered  and  his  clothing  torn  to  shreds. 

9.  The  frenzied  operator  took  the  message  from  the  lips 
of  the  dying  soldier  who  had  dragged  himself  through  a 
rain  of  bullets  to  the  front. 

ORIGINAL   SENTENCE 

The  mortally  wounded  messenger  fell  at  the  feet  of  the 
operator  as  he  murmured  the  important  words  of  the 
messaere. 


WRITTEN  PROJECTS  137 


XVIII 

ACTION 

The  small  step-ladder  zvas  placed  at  the  front  of  the  room. 
A  boy  climbed  to  the  top  stair  and  began  to  signal.  His 
face  shoived  intense  interest  in  his  surroundings. 

Required:  loose  or  periodic  sentences. 

SENTENCES 

1.  The  great  artist  climbed  the  steep  in  order  that  he 
might  finish  his  masterpiece  of  the  setting  sim. 

2.  The  lost  hunter  climbed  the  rocky  ledge  in  order 
that  he  might  spot  the  trail  which  led  out  of  the  woods 
to  his  cabin. 

3.  As  stealthily  as  an  Indian  the  hunter  followed  the 
freshly  made  tracks  of  the  mountain  lion. 

4.  As  silent  and  grave  as  the  great  trees  about  him  the 
old  brave  stood  there  on  the  mountain  top  looking  out 
over  the  vast  plains  where  his  forefathers  had  once  hunted 
the  buffalo  and  the  deer. 

5.  The  surveyor  after  climbing  the  mountain  adjusted 
his  delicate  instruments  to  signal  to  his  assistants  below. 

6.  The  brave,  determined  soldier  of  the  Continental 
army  strove  to  make  the  mountain  top  in  time  so  that  he 
might  inform  his  companions  of  the  advance  of  the  lobster- 
backs. 

7.  The  sturdy  mountaineer  climbed  to  the  summit  of 
the  jagged  peak  in  order  to  inform  his  companions  that 
a  suitable  shelter  had  been   found. 

8.  In  the  very  heart  of  the  beautiful   Swiss  Alps  the 


138  PROJECTS  IN  ACTION  ENGLISH 

scout  had  discovered  the  enemy's  rendezvous  and  he  tried 
secretly  to  signal  his  exciting  discovery  to  the  hidden  forces 
below. 

9.  The  cave  man  scaled  the  cliff  on  top  of  which  stood 
the  houses  of  his  tribe  and  warned  his  people  of  an  oncom- 
ing horde  of  savages  who  were  ready  to  attack  them, 

ORIGINAL   SENTENCE    ' 

The  tall,  bony,  copper-hued,  Indian  scout  peeped  out  from 
among  the  leaves  of  the  clumps  of  sage  to  gaze  down  upon 
a  large  expanse  of  yellow  desert  where  a  small  black  dot 
was  just  discernible  on  the  rim  of  the  horizon. 


XIX 

ACTION 

A  company  of  hoys  marched  across  the  room  with  a  gM 
as  leader.  They  marched  in  quick,  accurate  time  as  if  bent 
on  some  definite  purpose. 

Note:  Use  as  much  vivid  imagination  as  possible  for 
this  action.  Any  idea  suggested  at  all  by  the  action  may  be 
used  in  the  lesson. 

Required:  a  sentence  either  loose  or  compound-com- 
plex. 

SENTENCES 

1.  With  General  Pershing  at  their  head  the  brave  sol- 
diers of  the  gallant  ist  Division  marched  triumphantly 
through  the  long,  wide  streets  of  New  York  City. 

2.  Apollo,  the  sun-god,  riding  his  famous  white  horse, 
was  followed  by  the  days  and  the  months  of  the  year. 


WRITTEN  PROJECTS  139 

3.  The  Indians,  led  by  the  brave  Eagle  Head,  charged 
against  the  poor  white  colony  of  the  mountain  region. 

4.  The  Battalion  of  Death  marched  through  the  streets 
of  Petrograd  and  thence  to  the  front. 

Loose  sentence. 

5.  A  call  from  the  guards  rang  out  to  stand  back — 
and  as  the  people  moved  back  the  burning  house  collapsed, 
leaving  the  tiames  to  give  vent  to  their  fury  without 
hindrance. 

Compound-complex. 

6.  With  a  shout  the  cavalry  leaped  over  the  bars  and 
resolved  one  and  all  to  follow  their  leader  unto  death. 

Loose  sentence. 

7.  The  popular  frontiersman  led  his  followers  after  the 
sly  ^Mexicans  who  were  trying  to  steal  their  cattle. 

Loose  sentence. 

8.  The  beloved  French  General  Foch  led  his  forces  to 
victory  in  face  of  the  impending  hordes  of  cruel  and  heart- 
less Germans  who  were  seeking  to  devastate  France. 

Loose  sentence. 

9.  Mars,  speeding  away  at  a  clip  of  1,000  miles  an 
hour,  led  all  her  constellations  on  the  millionth  trip  around 
the  universe. 

Loose  sentence. 

10.  Gallantly,  swiftly  they  came,  dauntless  and  uncon- 
querable with  Liberty  at  their  head  — determined  to  conquer 
the  black  forces  of  the  despot. 

Loose  sentence. 

ORIGINAL  SENTENCE 

Columbia  with  her  sword  and  shield  of  Liberty  in  her 
hands  led  forth  her  hero  sons  to  battle  for  the  cause  of 


I40  PROJECTS  IN  ACTION  ENGLISH 

"Democracy  and  Liberty"   in  order  that  the  world  might 
be  forever  free. 

Loose  sentence. 


XX 

Descriptive  sentences  developed  through  the  painting  of 
an  action,  "The  Appeal  to  the  Great  Spirit." 

Required:  a  descriptive  sentence — loose  or  periodic, 
to  paint  a  picture  in  words. 

SENTENCES 

1.  With  out-Stretched  arms  the  native  of  our  country, 
the  Indian,  vainly  pleaded  for  his  lost  hunting  grounds. 

Loose  sentence. 

2.  One  of  America's  greatest  sculptors,  Cyrus  Dallin, 
has  interpreted  the  dauntless  Indian  spirit  through  the  me- 
dium of  his  art. 

Loose  sentence. 

3.  Still  and  silent  as  his  own  "Western"  plains  sat  the 
sad,  lonely  Indian  as  if  resigning  himself  to  the  inevitable. 

Loose  sentence. 

4.  \\"ith  upturned  face  he  poured  out  the  contents  of  his 
innermost  soul.* 

Periodic  sentence. 

5.  Gorgeous  feathers  proclaimed  him  a  chief  begging 
for  the  safety  of  his  noble  and  ancient  race. 

Figure  of  speech  portrayed:  Personification. 
Loose  sentence. 

*  This  pupil  has  developed  the  most  difficult  and  slower  process  of 
description  in  giving  his  audience  a  picture  of  feelings  and  inner 
struggles  in  words. 


WRITTEN  PROJECTS  141 

6.  The  bronzed,  fearless  Indian  chief  sat  alone  on  his 
mustang — deserted, — his  people  gone, — but,  with  the  light 
of  the  "Great  Spirit"  in  his  eyes, — he  prayed, — prayed  only 
as  the  Indian  can. 

Loose  sentence. 

7.  Sitting  on  the  bare  back  of  his  patient  horse  the  old 
warrior  paid  his   daily  tribute   to   the   Great   Spirit. 

Loose  sentence. 

8.  Seated  on  his  western  pony  the  Indian  prayed  to  the 
All  Highest  to  repel  the  "White's"  oppression  of  his  people. 

Loose  sentence. 

9.  The  Indian  chief  looked  upward  with  out-stretched 
arms,  as  he  appealed  to  the  Great  Spirit  for  the  return  of 
the  land  of  the  wild  bufifalo. 

Loose  sentence. 


XXI 

ACTION 

Camp  Scene — Two  girls  and  fzco  boys  eonversed  together. 
The  boys  departed  and  went  into  the  woods.  The  girls  dis- 
cussed the  events  of  the  week.  Suddenly  the  boys  who  were 
in  the  woods  sighted  a  deer.  A  shot  rang  out.  The  two 
boys  carried  home  their  trophy  and  the  girls  began  to  pre- 
pare the  venison  that  was  brought  back  to  camp. 

Required:  a  compound  sentence:  two  or  more  inde- 
pendent clauses. 

SENTENCES 

I.  A  shot  rang  out  on  the  crisp  air  and  a  deer  fell  in 
the  thicket. 


142  PROJECTS  IN  ACTION  ENGLISH 

2.  The  men  of  the  Appalachian  Club  hunted  in  the 
forests  and  their  wives  remained  at  the  camps. 

3.  The  hunters  returned  with  deer  meat  and  the  daugh- 
ter of  the  colonel  prepared  the  venison  for  the  feast. 

4.  The  settlers  stored  food  in  case  of  an  attack  from 
the  Indians  but  in  the  midst  of  the  confusion  a  treaty  of 
peace  was  signed. 

5.  Two  hunters  of  a  Maine  camp  sighted  a  deer  but 
it  escaped  through  the  underbrush. 

6.  The  alert  hunter  on  the  frontier  shot  the  gray 
spotted  deer  and  his  guides  brought  the  venison  back  to 
camp. 

7.  Over  the  frozen  ground  ran  the  fleeing  deer  but  one 
shot  from  the  hunter's  gun  proved   fatal. 

(A  different  version  of  the  action.) 

8.  The  young  brave  was  dead  and  his  spirit  was  on  the 
way  to  the  happy  hunting  grounds. 

9.  The  men  tramped  through  the  woods  in  search  of 
game  while  the  women  started  a  roaring  fire  at  the  camp. 

ORIGINAL   SENTENCE 

The  hunters  on  the  western  frontier  shot  a  deer  in  the 
woods  and  the  women  of  the  camp  prepared  a  great  feast. 

XXII 

ACTION' 

Tivo  pupils  ivalkcd  across  the  front  of  the  room,  when 
all  of  a  sudden  one  stopped,  stooped  and  pretended  to  be 
much  interested  in  something   before   her. 

''What  have  you  found?"  said  the  other. 

Required :  sentences — loose — complex. 


WRITTEN  PROJECTS  143 

SENTENCES 

1.  The  girls  wandered  along  the  road  and  stopped  to 
pick  wild  roses  for  their  mother,  who  was  an  invalid. 

Complex  sentence. 

2.  On  our  way  to  school  we  found  two  caterpillars  for 
our  science  teacher. 

Loose  sentence. 

3.  One  bright  spring  day  when  two  children  were  walk- 
ing down  a  country  road  they  saw  a  little  bird  that  had 
fallen  out  of  a  tree. 

Complex  sentence. 

4.  On  the  gigantic  ocean  liner  two  Yanks  were  looking 
over  their  souvenirs  which  they  had  collected  in  many 
French  towns. 

Complex  sentence. 

5.  "Let  us  take  them  home,"  was  the  reply  from  Ruth 
as  one  of  the  little  pigs  rubbed  up  against  her  dress. 

Complex  sentence. 

6.  A  little  boy  stooped  to  pick  up  a  white  rabbit  that 
had  run  away  from  a  farm  house  near  by. 

Complex  sentence. 

7.  Two  dirty  little  Red  Cross  dogs  brought  in  the  hel- 
mets of  the  two  wounded  soldiers. 

Loose  sentence. 

8.  These  violets  that  grow  in  the  swamp  are  so  beauti- 
ful!    Won't  mother  enjoy  them! 

Complex  sentence. 

9.  While  two  soldiers  were  strolling  along  the  shell- 
torn  road  in  France  one  of  them  stopped  and  exclaimed 
suddenly,   "What  is  this?" 

Complex  or  loose  sentence. 


144  PROJECTS  IN  ACTION  ENGLISH 

10.  One  day  while  I  was  wandering  through  the  woods 
I  found  a  lark  which  was  too  young  to  fly. 

Complex  sentence. 

11.  Last  Saturday,  as  Don  and  Bob  were  hunting  in 
the  woods  they  came  upon  a  gray  squirrel  that  was  caught 
in  the  hunter's  trap. 

Loose  sentence. 

ORIGINAL  SENTENCE 

At  the  fork  of  the  roads,  my  chum  found  a  string  of 
gold  beads  which  lay  nearly  buried  in  the  dust. 
Complex  sentence. 

XXIII 

ACTION 

A  sentry  walked  along  with  a  gun  {pointer)  over  his 
shoulder.  Tzvo  boys  shuffled  along  and  zvhen  halted  for  the 
pass  zvord  answered — "Merry  Christmas!"  They  zi'ere  al- 
lozved  to  pass  and  go  into  the  presence  of  the  commander. 
Here,  after  surrendering  themselves  as  n'oundcd  German 
prisoners,  tJiey  zvere  surprised  by  the  reply  of  the  com- 
mander zvhen  he  said,  "Men,  we  are  enemies  but  this  is 
Christmas  Day  and  in  the  spirit  of  the  day  let  us  forget  all 
enmity  and  shake  hands." 

Required:   compound,   periodic,   or   loose   sentences. 

SENTENCES 

1.  The  prisoners  were  Germans  but  the  x\merican  offi- 
cer wished  them  a  ]\Ierry  Christmas. 

Compound  sentence. 

2.  The  sentry  brought  two  German  soldiers  to  the  cap- 


WRITTEN  PROJECTS  145 

tain  for  punishment  but  as  it  was  Christmas  Day  they  shook 
hands   in  a   friendly  way. 

Compound-complex   sentence. 

3.  Through  wars  and  feuds  men  are  enemies  but  on 
Christmas  Day  real  men  are  friends. 

Compound  sentence. 

4.  The  wounded  Germans  were  taken  prisoners  but  the 
American  captain  treated  them  as  the  best  of  Allies  for  it 
was  Christmas  Day. 

Loose  sentence. 

5.  The  wounded  soldiers  had  already  surrendered  but 
the  real  Christmas  spirit  in  the  general  forgave  them. 

Compound   sentence. 

6.  The  Huns  were  glad  to  get  a  square  meal  and  it  is 
doubtful  if  they  ever  will  forget  that  Christmas. 

Compound-complex  sentence. 

7.  The  mud-bespattered  Germans  dragged  themselves 
into  the  American  lines  and  the  commanding  officer  received 
the  men  with  friendliness. 

Compound  sentence. 

8.  The  password  of  the  American  Expeditionar}-  Forces 
was  "]\Ierry  Christmas." 

Periodic  sentence. 

ORIGINAL   SENTENCE 

As  the  two  wounded  Germans  approached  the  sentry 
they  said  in  a  low  tone,  "]\Ierry  Christmas." 

ACTION 

A  hoy  stepped  to  the  front  of  the  room  and  said — 
"Crash!''  Mental  pictures  of  actions  u'crc  clothed  in  vo- 
cabidary — oral  and  written. 


146  PROJECTS  IN  ACTION  ENGLISH 

Required:  five  fundamental  sentences  required  for 
composition  construction. 

SENTENCES 

1.  While  the  officers  of  the  club  were  holding  a  meeting 
a  crash  was  heard  and  they  found  out  that  the  servant 
had  tipped  over  a  huge  vase. 

Complex   sentence. 

2.  The  trains  crashed  violently  together  and  great  flames 
shot  up  from  the  wreckage. 

Compound   sentence. 

3.  In  the  lonely  forest  many  hunters  gathered  around 
a  glowing  fire  to  talk  over  their  success  of  the  day,  when 
they  heard  a  crash  in  the  bushes  only  a  few  yards  away. 

Loose  sentence. 

4.  Crash !  A  wide-eyed,  frightened  little  girl  lay  at  the 
foot  of  the  broad  stairway  with  the  remnants  of  a  well- 
filled  Christmas  stocking  in  her  arms. 

Loose  sentence. 

5.  A  huge  bombing  plane  hovered  over  the  quaint 
French  village  and  from  it  dropped  the  deadly  missile  which 
meant  death  to  many. 

Compound-complex   sentence. 

6.  Crash — went  the  bolt  of  lightning  through  the  little 
brown  house   on  the   hillside. 

Loose  sentence, 

7.  A  bomb  dropped  down  from  an  enemy  aeroplane  and 
a  little  church  on  the  outskirts  of  France  was  ruined  forever. 

Compound  sentence. 

8.  With  a  loud  crash  a  huge  shell  landed  on  a  Red  Cross 
hospital  and  never  will  that  work  of  the  Hun  be  forgotten. 

Compound   sentence. 


WRITTEN  PROJECTS  147 

9.  The  great  red  brick  wall  of  the  factory  fell  and 
several  men  were  buried  in  the  ruins. 

Compound  sentence. 

10.  Crash — went  the  huge  guns  all  along  the  battle 
front  and  the  enemy's  line  wavered, — then  turned  and  fled. 

Loose  sentence. 

11.  Just  as  the  Stutz  was  taking  the  left  loop  it  crashed 
into  a  large  Packard  which  resulted  in  a  serious  loss  of 
hfe. 

Complex  sentence. 

ORIGINAL     SENTENCE      ( SELECTED) 

As  the  terrific  crash  of  the  explosion  broke  forth,  the  im- 
pregnable fortress  of  Liege  crumbled  as  if  it  were  a  piece 
of  paper. 

XXIV 

ACTION 

A  row  of  boys  stood  in  line  zvifh  pointers  over  their 
shoulders.  A  zuord  of  command  zcas  given.  Immediately 
tJie  guns  ivere  levelled  and  a  crisp  "boom — boom!"  rang 
out. 

Required:  optional — compound-complex,  loose,  com- 
pound, periodic. 

SENTENCES 

1.  When  the  alert  hunters  had  gone  as  near  as  they 
dared  to  the  swift-footed  deer  they  fired  simultaneously 
and  several  deer  fell. 

Compound-complex  or  a  loose  sentence. 

2.  "Fire — when  you  see  the  whites  of  their  eyes,  boys!" 
cried  the  commander  as  the  red  coats  advanced  up  the  hill. 

Loose  sentence. 


148  PROJECTS  IN  ACTION  ENGLISH 

3.  The  beloved  commander  led  his  men  into  battle  and 
he  did  not  return  until  he  had  taken  the  enemy's  trench. 

Compound-complex  sentence. 

4.  At  the  given  order  the  Indians  rushed  out  of  their 
hiding  places  and  stormed  the  small  log  cabins  of  the  set- 
tlers v/ith  their  arrows.  » 

Loose  sentence. 

5.  At  the  word  of  command  the  Yankee  soldiers  who 
had  waited  so  long  for  the  "Zero  Hour"  dashed  across 
No  Man's  Land  toward  the  German  trenches. 

Loose  sentence. 

6.  As  the  British  soldiers  climbed  the  hill  a  command 
was  shouted  from  the  opposite  side, — "Do  not  shoot  until 
you  see  the  whites  of  their  eyes !" 

Loose  sentence. 

7.  When  the  two  armies  met,  a  command  was  given  and 
the  guns  of  artillery  and  the  crash  of  musketry  blended  to- 
gether as  the  soldiers  rushed   forward. 

Compound-complex  sentence. 

8.  Edith  Cavell,  an  efficient  nurse,  who  gave  her  life  for 
Democracy,  was  betrayed  by  a  murderous  traitor  who  sold 
her  for  a  price. 

Loose  sentence. 

9.  When  the  deer  were  within  sight  a  crash  from  the 
hunters'  guns  sounded  far  and  near. 

Loose   sentence. 


ORIGINAL    SENTENCE 

A  sharp  command  rang  out  and  to  the  six  hundred  it 
meant  death  but  they  rode  bravely  forth  into  the  valley. 
Loose  sentence. 


WRITTEN  PROJECTS  149 

XXV 

ACTION 

A  girl  stepped  to  the  front  of  the  room  and  held  up  a 
yard  stick  and  a  small  green  chdlk  tray.  Another  girl  with 
many  bundles  passed  by.  After  her  came  a  boy  who  stopped 
and  said,  "All  success  to  your  Christmas  fund."  He  dropped 
a  coin  (piece  of  chalk)  into  the  box. 

The  blue-bonnet  girl  smiled  and  said,  "Thank  you!" 

At  the  other  side  of  the  room  zuas  a  Red  Cross  worker 
selling  seals.  Many  stopped  to  buy,  saying  a  cheery  word 
at  the  same  time. 

Required:  sentences:  optional.  Any  suggestion  re- 
ceived from  the  action  may  be  used. 

SENTENCES 

1.  At  the  Grand  Central  Station  in  New  York  City  a 
girl  with  a  blue  bonnet  and  a  box  in  her  hand  hurried  to 
and   fro. 

Periodic   sentence. 

2.  The  Salvation  Army  and  the  Red  Cross  are  two  or- 
ganizations that  are  well-wishers  of  the  unfortunate. 

Complex  sentence. 

3.  Many  little  children's  prayers  for  food  are  answered 
by  the  much  loved  "Blue-bonnets." 

Simple  sentence. 

4.  Down  the  aisles  a  Salvation  Army  lassie  quietly 
walked,  leaving  a  bundle  on  the  bed  of  each  crippled  child, 
and  the  tired  eyes  that  followed  her  were  filled  with  love 
and  thankfulness. 

Loose   sentence. 


I50  PROJECTS  IN  ACTION  ENGLISH 

5.  Through  the  cold  hours  of  the  afternoon  the  Red 
Cross  worker  sold  many  seals  to  the  shoppers. 

Simple  sentence. 

6.  The  gentleman  looked  at  the  girl  on  the  corner  and 
was  about  to  go  away  when  she  stretched  out  her  hand 
with   the  box. 

Loose  sentence. 

7.  Her  "Thank  you"  was  given  with  a  cheery  smile,  for 
she  knew  that  every  coin  would  bring  joy  to  some  little 
girl  and  boy. 

Loose  sentence. 

8.  "Give  now  as  you  have  never  given  before, 

To  bring  Christmas  cheer  into  the  homes  of  the 
poor." 
Loose  sentence. 

9.  No  home;  no  friends;  but  on  Christmas  Day  he  re- 
ceived aid  from  the  Salvation  Army. 

Loose  sentence. 

ORIGINAL   SENTENCE 

In  the  busiest  sections  of  the  city  business  districts,  the 
Salvation  Army  workers  and  Red  Cross  lassies  appeal  to 
the  heart  of  America — the  Christmas  spirit  in  terms  of 
action. 

Loose  sentence. 

XXVI 

A  boy  stepped  to  the  front  of  the  room  and  said, — 
"Christmas."  Immediately  pictures  of  actions  began  to 
form  themselves  in  the  minds  of  the  pupils. 

Required :  one  of  the  five  foundational  sentences  used 
in  composition. 


WRITTEN  PROJECTS  151 

SENTENCES 

1.  When  Dad  came  home  from  the  train  on  Christmas 
Eve,  Ted  took  his  place  on  the  steps  to  greet  him. 

Complex  sentence. 

2.  Several  forlorn  pedestrians  stood  on  the  corner  of 
an  ill-lighted  street  conversing  with  each  other  about  the 
coming  holiday. 

Loose  sentence. 

3.  Through  the  whirling  snow  a  faint  tinkle  of  merry 
sleigh  bells  rang  out  on  the  crisp,  frosty  air. 

Loose  sentence. 

4.  As  the  little  boy  looked  at  the  frosty  window  pane  he 
pictured  Santa  Claus  with  a  pack  on  his  back. 

Complex  sentence. 

5.  When  the  bell  of  the  great  tower  struck  twelve  a  tri- 
umphant line  of  stalwart,  mud-covered  Yanks  marched 
through  the  little  village  the  day  before  Christmas. 

Complex  or  loose  sentence. 

6.  When  the  Post  Santa  came  down  the  narrow  alley 
the  little  girl   took  her   stand   at   the   window. 

Complex  sentence. 

7.  As  the  poor  outcast  clambered  out  of  his  three-legged, 
half -painted  bed  to  greet  the  stranger  who  had  knocked 
on  his  cabin  door  that  Christmas  morning,  his  thoughts 
raced  back  to  his  old  New  England  home  among  the  pines. 

Loose  sentence. 

8.  When  the  tired,  weary  mail  man  reached  the  foot  of 
the  hill  he  was  greeted  by  the  happy  faces  of  the  village 
children. 

Complex  sentence. 

9.  As  the   soldiers   sat   near  the   trench  reading  their 


152  PROJECTS  IN  ACTION  ENGLISH 

Christmas  mail,  a  crash  was  heard  and  instantly  the  boys 
in  khaki  answered  the  crash  by  a  series  of  rifle  shots. 
Compound-complex  sentence. 

ORIGINAL  SENTENCE 

In  and  out  among  the  giant  trees  the  weary  lumberman 
trudged  on  to  his  little  cabin  with  the  Christmas  gifts  for 
his  boys  and  girls. 

Loose  sentence. 

XXVII 

ACTION 

Mental  action  picture  required  from  the  zvord  "Indians." 
Required:  simple,  complex,  or  compound  sentences, 
loose  or  periodic  sentences. 

SENTENCES 

1.  Into  the  heart  of  the  woods  the  painted,  hideous- 
looking  Indians  slowly  and  cautiously  crept. 

Periodic  sentence. 

2.  The  man  from  nowhere  traveled  over  hill  and  dale 
with  two  Indian  guides  at  his  heels. 

Loose  sentence. 

3.  The  Indians  danced  the  war  dance  when  the  battle 
cry  was  given. 

Complex  sentence. 

4.  As  night  came  on  the  treacherous  Red  Faces  quietly 
stole  into  the  peaceful  city  and  left  it  in  flames. 

Complex  or  loose  sentence. 


WRITTEN  PROJECTS  153 

5.  The  lithe  bodies  of  the  half-clothed  Indians  swayed 
as  they  again  and  again  urged  their  mustangs  to  a  faster 
gait  over  the  rolling  plains  of  the  far  West, 

Loose  sentence. 

6.  The  Indians,  all  of  whom  were  expert  arrow  aimers, 
gallantly  drove  off  the  much   hated  intruders. 

Complex  sentence. 

7.  The  youth,  a  full-blooded  Indian,  was  shot. 

Periodic  sentence. 

8.  Across  the  moonlit  river,  under  cover  of  night,  the 
Indian   warriors    swam. 

Periodic  sentence. 

9.  The  imprisoned  Indians  needed  food. 

Periodic  sentence. 

10.  The  Indians,  with  horses  breathing  heavily,  dashed 
over  the  mountain  and  through  the  valley  toward  the  river 
bend  where  the  small  party  of  gold  seekers  were  encamped. 

Loose  sentence. 

11.  There  he  stands,  as  I  remember  him, — stoic  and 
well-formed,  with  his  bronzed-colored  face  perfectly  mo- 
tionless, performing  the  duty  which  has  been  allotted  to 
him. 

Loose  sentence. 

12.  With  blood-curdling  yells  and  with  the  full  spirit 
of   savagery   within  them,   the  hideous   warriors   charged. 

Periodic  sentence. 

13.  The  wide-eyed  hunters  suddenly  shrank  back  in  fear 
when  they  saw  in  the  distance  a  band  of  Indians  in  full 
battle  array. 

Loose  sentence  or  complex. 

14.  Stealthily  with   the  quickness  of  a  catamount   the 


154  PROJECTS  IN  ACTION  ENGLISH 

line   of    copper-hiied    Indian   savages    advanced    upon   the 
poorly  fortified  emigrant  train. 
Loose  sentence. 

ORIGINAL    SENTENCE     (SELECTED) 

The   Indians   with   painted   faces   were   on   the   warpath 
armed  with  weapons  consisting  of  guns,  bows,  slings,  shots, 
stones  or  anything  that  would  kill. 
Loose  sentence. 


XXVIII 

ACTION 

Mental  action  picture  required  from  the  word  ''cowboys." 
Required:  simple,  complex,  or  compound  sentences, 
loose  or  periodic  sentences. 

SENTENCES 

1.  The  cowboy,  while  watching  a  tenderfoot  handle  a 
gun,  shook  with  laughter. 

Complex    sentence. 

2.  The  cowboys  left  Bar  H  and  the  cattle  raiders  were 
rounded  up  before  nightfall. 

Loose  sentence. 

3.  The   cowboys    fought   bravely   to   defend   the   ranch 
hoping  that  the  messenger  had  reached  the  fort. 

Loose  sentence. 

4.  As  the  sun  sank  behind  the  Canyon  Pass  the  tired 
cowboy  rode  silently  homeward. 

Loose  or  complex  sentence. 

5.  The  oncoming  cowboys  of  the  plains  swooped  down 
upon  the  hated  rustlers. 


WRITTEN  PROJECTS  155 

6.  In  the  distance  a  column  of  smoke  rising  higher  and 
higher  gave  the  longed-for  signal  to  the  waiting  cowboy. 

Loose  sentence. 

7.  Snorting  savagely,  the  bull  rushed  at  the  unsuspect- 
ing cowboy  in  the  pasture. 

Loose  sentence. 

8.  With  a  loud  and  thunderous  crash  the  cowboy's 
cabin,  torn  from  its  foundation  by  the  terrific  wind,  toppled 
over  the  mountain  side. 

Loose  sentence. 

9.  Leaving  the  open  prairies  behind, — on  toward  the 
cities  of  civilization  rode  the  cowboys. 

Periodic  sentence. 

10.  The  cowboys  sang  as  they  rode  through  the  silent 
passes  and  the  Chinese  cook — their  best  friend — who  heard 
them  approach,  placed  a  w^arm,  hearty  meal  on  the  table. 

Compound-complex  sentence. 

11.  With  the  stamping  mustangs  corralled  near  by,  the 
hungry  cowboys  ate. 

Periodic  sentence. 

ORIGINAL    SENTENCE    ( SELECTED) 

With  guns  blazing  forth  death  the  cowboys  rode  around 
the  stampeded  herd,  ever  tr}'ing  to  mill  the  sea  of  tossing 
horns. 

Loose  sentence. 

XXIX 

ACTION 

Mental  action  picture  required  from  word  ''gypsy." 
Required:  foundational  sentences — optional. 


156  PROJECTS  IN  ACTION  ENGLISH 

SENTENCES 

1.  The  little  shack  in  the  forest  which  was  once  the 
home  of  a  fierce  band  of  gypsies  was  haunted. 

Periodic  sentence. 

2.  Here,  there  and  everywhere, — all  over  the  land  the 
g\^psies  wandered. 

Periodic  sentence. 

3.  The  onlooker — a  wandering  gypsy,  with  his  heart 
in  his  mouth,  watched  the  dreadful  scene  of  the  Indians 
dancing  a  war  dance  before  the  campfire. 

Loose  sentence. 

4.  Through  the  crowded  streets  of  New  York  City  the 
lawless  band  of  untidy  g}^'psies  wandered. 

Periodic    sentence. 

5.  The  dark,  light-hearted  gypsy's  one  desire  was  to 
wander. 

Complex  sentence. 

6.  Over  the  wide  plains  of  Austria  the  people  who  knew 
no  home  wandered  aimlessly. 

Complex  sentence. 

7.  The  gypsies  with  the  call  of  the  wild  in  their  hearts 
pitched  camp  in  the  near-by  hills. 

Simple  sentence. 

8.  Over  hill  and  dale  the  gypsy  caravan  sought  a  rest- 
ing place. 

Simple    sentence. 

9.  The  bullet  from  the  gypsy's  gun  found  its  mark. 

Periodic  sentence. 

10.  Lender  the  huge  boughs  of  the  oaks  and  willows  the 
gypsies  pitched  their  tents. 

Periodic  sentence. 


WRITTEN  PROJECTS  157 

11.  Through  the  dry  parching  deserts  of  Sahara,  the 
Arabs,  or  the  African  gypsies,  wander. 

Periodic  sentence. 

12.  The  old  shacks  into  which  the  gypsies  wandered 
from  their  worn  tents  were  roughly  yet  warmly  built. 

Periodic  sentence. 

13.  The  g>'psy  leader  who  wandered  about  with  hate 
in  his  heart  decided  to  leave  his  tribe. 

Complex  sentence. 

14.  The  dark-faced  gypsies  with  their  wives  and  chil- 
dren who  are  termed  pilgrims  by  the  educated,  and  plun- 
derers by  the  ignorant, — wander  from  coast  to  coast,  al- 
ways living  in  the  open. 

Loose  sentence. 

ORIGINAL    SENTENCE     ( SELECTED) 

The  caravan  moved   on   from   village  to   village,    from 
town  to  town,  always  answering  the  call  of  the  gypsy  trail. 
Loose  sentence. 

XXX 

ACTION 

Mental  action  picture  required  from  this  verbal  test:  rows 
of  zvounded  soldiers.  Red  Cross  nurses  going  up  and  dozvn 
the  aisles. 

Required:  sentences — optional. 

SENTENCES 

1.  "Ah!  I  smell  coffee,  fellows!"  said  a  doughboy  and 
immediately  the  soldiers  looked  happy. 

Compound  sentence. 

2.  With    heavily   ladened   baskets   of   good   things   the 


158  PROJECTS  IN  ACTION  ENGLISH 

Sisters  of  Mercy  went  about  their  work  while  the  soldiers 
showered  blessings  on  their  heads. 
Compound  sentence. 

3.  Heavy  were  the  burdens  of  the  Red  Cross  nurses 
as  they  toiled  willingly  in  the  hospitals  of  France. 

Complex  sentence. 

4.  The  soldiers  gazed  gratefully  at  the  girls,  in  white, 
who  were  here,  there  and  everywhere  comforting  the 
wounded. 

Loose  sentence. 

5.  Up  the  aisles  from  bed  to  bed  flitted  the  busy  Red 
Cross  nurses  trying  to  keep  up  the  courage  of  the  wounded 
doughboys. 

Loose  sentence. 

6.  Through  the  thick  mud  of  the  trenches  and  in  danger 
of  shell  fire  the  Salvation  lassies  brought  food  to  the  sol- 
diers. 

Loose  sentence. 

7.  By  the  support  of  the  heroic  lassies  the  morale  of 
the  soldiers  was  renewed. 

Periodic  sentence. 

8.  The  men  thought  of  home  and  the  enjoyments  of 
their  last  Christmas,  when  lo !  a  door  was  opened  and  a 
real  Yankee  Christmas  tree  ladened  with  gifts  and  fruit 
came  to  view. 

Loose  sentence. 

•       ORIGINAL  SENTENCE 

Their  work  was  laid  out  for  them  and  the  white-dressed 
maidens   did   it   and   the   soldiers   will   always   cherish   the 
memory  of  the  "Rose  of  No  Man's  Land." 
Compound  sentence. 


WRITTEN  PROJECTS  159 


XXXI 

ACTION 

Test  of  mental  picture  from  the  follozi'-ing  zvords:  boy 
zuith  a  bundle — car — hospital. 

Required:  several  sentences  combined  to  make  a 
paragraph  or  two. 

PARAGRAPHS 
I 

The  surgeon's  little  son  trudged  along  wearily  with  his 
bundle — a  poor  little  dog — that  he  was  try-ing  to  save. 
After  trudging  along  for  some  time  he  came  to  a  spot  where 
stood  a  car  which  had  served  in  war  but  which  now  lay  in 
ruins.  The  tired  little  boy  found  that  these  ruins  could 
serve  him  and  his  companion  as  a  shelter  for  the  night. 
After  spending  an  uncomfortable  night  with  his  troublesome 
charge,  he  awoke  to  find  himself  in  a  great  field.  He  re- 
memljered  that  it  was  here  that  the  great  battle  had  taken 
place  and  he  knew  that  a  field  hospital  w^as  stationed  near  by. 

He  marched  up  to  this  friendly  hospital  and  deposited  his 
little  burden  in  the  arms  of  a  surprised  nurse. 

A  little  son  of  one  of  the  many  impoverished  families  of 
New  York  City  went  as  he  was  ordered  upon  the  necessary 
errand. 

He  was  a  jolly  chap  and  on  his  homeward  way  he  tripped 
along  whistling  softly  to  himself. 

As  he  crossed  the  busiest  street  of  the  down-town  section 
a  trolley  car,  going  exceedingly  fast,  knocked  him  down  with 
tremendous  force.    The  car  and  all  other  traffic  immediately 


i6o  PROJECTS  IN  ACTION  ENGLISH 

stopped  and  an  ambulance  was  summoned.     The  unfortu- 
nate little  chap  was  hurried  to  the  nearest  hospital, 

3 

Alone  he  toiled  with  his  heavy  bundle,  elbowing  his  way 
through  the  noon  hour  crowd.  Many  wicked  sayings  were 
thrown  at  him  from  people  who  considered  him  only  a 
nuisance.  At  last  he  had  neared  his  destination  and  as  he 
was  about  to  cross  the  street  a  small,  mud-covered  roadster 
shot  around  the  corner.  Alas!  it  was  too  late!  The  boy 
had  neither  seen  nor  heard. 

W^hen  he  regained  consciousness  at  the  hospital  he  asked 
for  his  bundle.  He  told  the  nurse  that  it  was  a  box  of 
flowers  for  his  mother's  grave. 

4 

The  small  errand  boy  of  the  flower  shop  boarded  the 
car  that  was  to  take  him  to  the  hospital  where  the  venerable 
veteran  of  the  Civil  War  was  lying  very  sick,  on  the  dan- 
gerous list. 

After  leaving  the  car  the  shabbily-dressed  boy  climbed 
the  steps  of  the  hospital. 

As  he  entered  the  room  he  noticed  the  very  pale  and 
weary-looking  face  of  the  old  veteran. 

He  tiptoed  to  the  bed  very  softly  and  laid  the  flowers 
gently  on  the  white  coverlet.     Then  he  tiptoed  out. 

When  the  veteran  opened  his  eyes  he  saw  the  flowers 
with  a  card  on  top.  As  he  read  the  card  his  heart  beat  fast 
and  the  color  rushed  to  his  wan  cheeks.  The  flowers  came 
from  his  nephew — also  a  veteran  but  of  a  very  different  war. 

Thus  a  little  boy  of  a  flower  shop  was  able  to  bring 
joy  to  a  dying  old  man. 


WRITTEN  PROJECTS  i6i 

5 

With  spectators  looking  on,  the  messenger,  a  wee  sHp 
of  a  youth,  went  down  in  front  of  the  surface  car. 

The  httle  messenger  boy.  still  in  his  teens,  had  made  his 
way  through  the  crowded  streets  of  the  city.  Wending  his 
way  to  his  destination,  he  started  to  cross  the  street  just 
as  a  car  from  nowhere  appeared  and  bore  down  upon  him. 
With  a  muffled  cry  he  slipped  beneath  the  iron  wheels. 

Through  the  hours  of  the  night  the  messenger  boy  fought 
against  Death  but  with  no  avail  for  his  time  had  come. 

6 

The  small  prince  of  the  kingdom  of  patches  came  slowly 
down  the  stairs  with  his  heavy  bundle.  He  rested  a  few 
moments  before  beginning  his  journey.  On  his  way  to 
the  cobbler's  shop  he  met  a  few  pals  who  belonged  to  the 
same  kingdom.  A  quarrel  began.  Each  pulled  the  bundle 
to  himself  and  the  prince,  in  trying  to  claim  what  was  his 
own.  fell  heavily  to  the  street  just  as  a  trolley  car  came  on 
in  full  speed. 

When  the  prince  opened  his  eyes  he  found  himself  in  a 
little  white  bed  with  his  head  tightly  bandaged.  He  looked 
up  and  said,  "I  can  take  care  of  my  bundle!" 

'7 
A  sturdy  country  youngster  trudged  along  the  old  road 
that  led  to  the  city,  struggling  with  a  huge  bundle  that  was 
almost  larger  than  himself.  He  was  thinking  of  the  peo- 
ple— "city  people,"  he  reflected  with  scorn — who  had  moved 
into  a  cottage  near  by  for  the  summer.  They  owned  a 
"honk-honk"'  machine  that  was  entirely  out  of  keeping  with 
his  genuine  country  ideas.     Suddenly  he  heard  that  "honk- 


i62  PROJECTS  IN  ACTION  ENGLISH 

honk"  coming  up  the  road  and  he  stopped  resolutely  in  his 
tracks,  determined  that  he  would  not  give  up  his  freedom 
of  the  road  as  his  little  pals  had  done.  He  stood  his  ground, 
but  the  high-powered  car  driven  by  a  speed-hound  cut  him 
down. 

Hours  later  two  heavy  eyelids  opened  slowly  and  looked 
astonished  into  the  eyes  of  a  motherly  woman  in  a  white 
uniform. 

XXXII 

MENTAL  ACTION 

Twilight — Lamplighter — Thoughts 

I 

It  was  a  very  cold  night  in  Paris.  The  wind  was  howling 
through  the  trees  and  men  and  women  were  hurrying  hither 
and  thither  toward  their  homes  where  they  knew  a  warm 
fire  awaited  them. 

On  a  sidewalk  a  weary  lamplighter,  muffled  in  a  ragged 
navy  jacket,  hurried  from  lamp  to  lamp  to  light  them. 
After  he  was  through  with  his  route  he  went  to  his  shabby 
boarding  house  and  after  eating  a  meagre  morsel  of  food 
hurried  to  his  room. 

He  sat  down  on  his  bed.  His  mind  wandered  l)ack  to 
his  widowed  mother  and  only  sister  far  away  across  the 
ocean.  Then  he  remembered  how  he  had  joined  the  navy 
and  how  he  had  been  discharged  after  being  falsely  accused 
of  stealing  the  captain's  instruments.  He  had  known  who 
had  taken  them  but  he  would  rather  have  died  than  told. 

Heaving  a  sigh,  he  prepared  to  go  to  bed.  Just  as  he 
was  falling  asleep  he  heard  a  knock,  and  a  yellow  envelope 
was  pushed  through  a  crack  under  the  door.     He  got  up 


WRITTEN  PROJECTS  163 

and  opened  it  and  it  said  that  the  real  thief  had  been  found 
and  that  he  would  be  taken  back  to  the  navy. 

2 

The  red  sun  had  almost  gone  down  behind  the  far-away 
hills  and  it  was  slowly  deepening  into  the  dark  shadows  of 
night.  Along  the  rough,  bumpy  country  road,  a  solitary 
figure  was  hurrying  briskly  along.  He  was  the  lamplighter 
of  that  district,  and  his  duties,  though  few,  were  very  im- 
portant, for  it  would  have  been  very  dangerous  traveling  if 
it  were  not  for  the  lights. 

The  lamplighter  meditated  as  he  walked  along.  How 
quiet  and  peaceful  everything  was !  His  thoughts  went  back 
to  a  year  ago.  At  that  time  he  had  been  in  the  trenches  of 
France,  amid  the  roar  of  guns,  and  battle  smoke,  with  his 
comrades  dying  on  every  side.  It  was  the  stillness  that  made 
him  think  of  these  things.  What  a  contrast,  he  thought, 
between  this  year  and  the  last.  How  serene  everything 
was  here, — how  peaceful  and  beautiful!  "Yes,"  he 
thought,  "home  is  a  paradise;  truly,  there's  no  place  like 
home," — and  with  that  he  lit  another  lamp  and  trudged 
upon  his  way. 

XXXIII 

MENTAL   ACTION 

Ho  rse — Spy — Mistake 

A  soldier  who  was  bareheaded  rode  on  horseback  with 
his  sword  dangling  at  his  side.  Every  minute  or  so  he 
looked  back  to  see  if  his  pursuers  were  upon  him. 

Colonel  Ritterband,  a  German  spy,  was  trying  to  escape 
from  the  Russian  lines  and  he  was  being  pursued  by  the 
Cossacks. 


1 64  PROJECTS  IN  ACTION  ENGLISH 

His  destination  was  beyond  the  Vistula,  a  small  river 
in  Russia.  It  was  mid-winter  and  the  colonel  had  been 
seeking  information  in  regard  to  Russian  movements.  He 
was  succeeding  when  he  was  discovered  trying  to  steal  the 
location  of   Russian  guns. 

The  colonel  had  ridden  twenty-five  miles  and  was  just 
in  sight  of  his  goal  when  a  shot  hissed  by  his  ear.  He  saw 
horsemen  all  around  him.  He  had  been  surrounded.  He 
aimed  and  fired  and  the  man  in  front  of  him  dropped. 

Then  he  threw  up  his  hands  and  was  taken  prisoner. 
When  questioned  he  pointed  to  the  dead  man  and  said, 
"There  is  the  spy.  I  tried  to  get  the  papers  and  put  in 
false  ones  so  that  we  could  fool  them.  I  am  Iran,  the 
famous  Russian  Secret  Service  man,  and  I  was  trying  to 
get  into  the  German  lines  in  order  to  get  more  information 
but  the  game  is  up." 

The  famous  Iran  was  released  and  it  is  needless  to  say 
that  the  Russian  commander  of  that  brigade  was  rebuked, 
for  he  had  almost  lost  the  day  through  his  foolishness. 

XXXIV 

MENTAL  ACTION 

Ho  ok -slide — Ch  1 1  m — River 

Jack  tramped  toward  the  dormitories  which  loomed  up 
a  little  way  ahead.  He  was  thinking  of  the  game  which 
had  been  played  that  morning.  He  was  thinking  of  the 
many  weary  hours  that  Sandy  had  spent  teaching  him  the 
hook-slide  and  now  he  had  lost  the  game  to  Grafton  by 
sliding  incorrectly  and  had  been  tagged  out  by  the  Grafton 
catcher. 

Suddenly  he  heard  a  cry  which  seemed  to  come  from 


WRITTEN  PROJECTS  165 

the  depths  of  the  river  near  by.  He  ran  with  all  the  speed 
he  could  muster  to  the  bank  of  the  river,  and  there  he  saw 
Sandy  struggling  in  the  seething  torrent. 

By  his  side  he  saw  a  root  of  the  large  tree  which  tow- 
ered above  his  head,  protruding  from  the  ground.  He  threw 
himself  forward,  catching  his  foot  in  the  root  the  way 
Sandy  had  taught  him  to  slide,  and  pulled  his  chum  out  of 
the  river.     At  least  this  time  the  hook-slide  had  not  failed. 

XXXV 

MENTAL  ACTION 

Forest — Man  zinth  Axe — Falling  Pine 

A  man  strode  into  a  pine  forest,  sufv^eyed  the  mighty 
trees  and  selected  one  of  them  for  his  work. 

Bit  by  bit  the  double-bitted  axe  dug  into  the  heart  of  the 
tree.  Slowly  at  first,  but  with  ever  quickening  speed  the 
huge  pine,  a  giant  among  its  companions,  toppled  over,  con- 
quered by  a  man  with  an  axe  who  stood  as  a  mole  hill  to 
a  mountain. 

XXXVI 

MENTAL  ACTION 

Princess — Illness — Ill-humor — Cure 

In  the  kingdom  of  the  Golden  Star  sat  Princess  Utaca. 
Her  snow-white  hand  was  drumming  against  the  window 
pane. 

News  had  spread  throughout  the  palace  that  Princess 
Utaca  was  ill,  very  ill,  indeed.  She  was  reported  ill  with 
ill-humor. 

In  this  kingdom  ill-humor  was  looked  upon  as  a  great 
sickness.     The  palace  physicians  were  summoned  and  when 


i66  PROJECTS  IN  ACTION  ENGLISH 

they  conferred  with  the  king  they  told  him  that  the  princess 
must  have  occupation. 

The  head  physician  wrote  on  a  scarlet  paper : — 
Prescription : 

2  needles, 

6  skeins  of  silk, 

3  yards  of  linen. 

Take  constantly  during  the  day. 

Accordingly,  a  messenger  ran  to  the  nearest  merchant 
and  gossiped  the  news  throughout  the  city.  He  hastened 
back  with  the  prescribed  medicine  and  presented  it  to  the 
palace  fool.  When  the  fool  took  it  to  the  princess  she  ac- 
cepted it  and  then  showed  him  the  door  with  her  gold-cov- 
ered finger.  The* fool,  who  was  very  clever,  left  the  room 
immediately. 

The  princess  sewed  all  day  long  and  made  a  very  queer 
looking  curtain.  The  sky  was  green  with  light  blue  grass 
surrounding  a  scarlet  tree  and  on  the  woodland  pathway 
walked  crabs  and  lobsters  hand  in  hand. 

The  result  brought  fits  of  laughter  from  the  princess  and 
all  her  friends.     Thus  the  prescription  proved  a  sure  cure. 

XXXVII 

MENTAL  ACTION 

Three-word   Test 

Hunter — Jungle — Boa-constrictor 

A  hunter  strolled  along  a  little  path  in  a  jungle  in  Brazil. 
Suddenly  he  was  aware  of  a  peculiar  feeling  which  seemed 
to  make  him  tremble.  Then  a  nausea  overpowered  him 
and  he  left  the  path  and  began  to  circle  around  a  dense 


WRITTEN  PROJECTS  167 

vine.  He  did  not  know  where  he  was  going  but  he  could 
not  help  circHng  around  that  vine.  Again  the  feeling  of 
nausea  seized  him  and  he  could  not  move.  Then  he  saw  a 
flat  head  with  a  bright  red  fang  protruding  from  its  mouth. 
He  sank  trembling  to  the  ground.  A  long  body  slowly 
worked  up  from  the  bushes.  There  was  a  great  hissing 
sound  and  the  young  man  felt  a  crushing  force  around  his 
body.  Then  he  heard  a  crack  and  knew  no  more  until  he 
felt  his  mother's  hands  on  his  face  and  saw  a  doctor  bending 
over  him. 

In  the  doorway  of  the  jungle  camp  stood  his  friend,  also 
a  hunter,  who  had  shot  the  boa-constrictor  in  the  nick  of 
time. 

Then  the  unfortunate  hunter  learned  that  the  boa-con- 
strictor had  hypnotized  him  and  had  broken  three  of  his  ribs 
and  his  left  arm. 

XXXVIII 

MENTAL  ACTION 

Boy  Scouts — Hike — CampHre 

It  was  a  warm,  sunshiny  day  in  August.  A  troop  of  Boy 
Scouts  came  hiking  along  a  dusty  road  in  the  Rockies. 

It  was  the  first  hike  of  the  season  and  the  one  they  had 
looked  forward  to  for  many  a  day  and  sleepless  night. 
After  scouting  around  for  a  suitable  place  to  camp  they 
found  a  cozy  spot  where  a  spring  of  water  trickled  by.  Hav- 
ing pitched  camp,  several  boys  gathered  wood  for  the  camp- 
fire  while  others  began  to  prepare  the  evening  meal. 

When  night  came  on  the  boys  built  a  blazing  fire  in  the 
midst  of  their  camp.  Many  and  interesting  were  the  stories 
told  and  songs  sung  around  that  campfire,  and  after  the  last 


i68  PROJECTS  IN  ACTION  ENGLISH 

embers  had  died  out  it  was  a  contented  group  of  boys  that 
prepared  for  a  sound  sleep  in  the  open. 

XXXIX 

MENTAL  ACTION 

Fishcruian — Dory — Invention 

As  the  merciless  waves  beat  upon  the  shore  a  small  fish- 
ing dory  could  be  seen  tossing  up  and  down  on  the  high 
white-capped  waves  of  the  ocean.  In  this  dory  was  an 
old  fisherman  who  lived  on  the  beach  all  alone.  This  fisher- 
man worked  very  hard  and  he  managed  to  live  comfortably. 
He  used  to  get  up  early  and  go  out  fishing  before  other 
boats  would  get  there. 

On  stormy  days  it  was  a  pleasure  to  watch  him  beach 
his  boat,  for  he  was  skilled  in  handling  boats.  Days  when 
very  high  seas  were  running  he  would  not  go  out  fishing 
but  would  stay  home  and  try  to  perfect  an  invention  that 
he  was  making.  He  did  not  have  very  much  money,  but 
he  tried  hard  to  put  this  invention  through. 

One  day  a  wealthy  man  came  to  the  beach  and  saw  the 
invention  that  the  old  fisherman  had.  Being  interested  in 
it,  he  lent  the  fisherman  enough  money  to  put  that  inven- 
tion through.  After  it  had  been  safely  patented  the  old 
fisherman  became  very  wealthy  and  did  not  have  to  fish  for 
his  living. 

XL 

MENTAL    ACTION 

Dog — Master — Wolf 

Jean  McCarthy  was  a  young  hunter  who  lived  with 
his  dog  Rags  in  the  lonely  woods  in  Maine.     The  dog,  a 


WRITTEN  PROJECTS  169 

big  pointer,  was  his  only  companion  and  Jean  talked  to  him 
as  if  he  were  a  human  being.  One  day  Jean  locked  Rags 
in  the  cabin  and  taking  his  gun  started  after  big  game. 
He  had  hardly  gone  a  few  yards  before  the  intelligent  dog 
began  to  dig  with  his  paws  so  that  he  could  dig  through 
the  dirt  floor  to  join  his  master. 

Jean,  not  aware  of  this,  was  slowly  walking  on  his  way, 
— his  eyes  alert  for  any  movement  in  the  bushes  or  trees. 
Suddenly  the  bushes  cracked  behind  him  and  he  turned 
quickly  and  fired.  The  bullet  tore  through  the  fur  of  a  big 
grey  wolf  and  the  wolf,  maddened  by  the  pain  in  his  side, 
sprang  at  the  hunter,  catching  his  teeth  in  the  hunter's  shoul- 
der, and  knocking  the  hunter  down  began  to  tear  him  apart. 
He  would  have  succeeded  in  his  intention  had  not  something 
happened.  A  white  body  lunged  at  the  wolf's  throat  and 
soon  the  ground  was  covered  with  blood  and  the  big  body 
of  Rags,  panting  with  exertion,  was  standing  over  the  dead 
body  of  the  wolf. 

Slowly  the  hunter  opened  his  eyes,  but  even  the  dog 
seemed  to  know  he  was  dying.  The  hunter  gazed  at  the 
wolf  and  then  at  the  dog  and  said,  "My  pal,  bravely  done !'' 
The  hunter  then  reached  to  caress  the  dog  but  with  a  short 
gasp  sank  to  the  ground  and  was  still  forever.  Rags  never 
forgot  his  master.  He  soon  pined  away  and  was  placed  in  a 
grave  by  his  master's  side. 

XLI 

MENTAL  ACTION 

Wanderer —  Tra in  Robbe rs — Horse 

As  the  sun  rose  over  the  hilltops  it  cast  its  rays  on  a  sleep- 
ing wanderer.     He  awoke  with  a  start  as  a  shrieking  train 


170  PROJECTS  IN  ACTION  ENGLISH 

rumbled  along  toward  Melville.  He  rubbed  his  eyes  and 
looked  about  him. 

Suddenly  Jubilo  saw  a  posse  of  masked  riders  spring 
toward  the  shrieking  engine.  They  pulled  out  their  guns 
and  commanded  the  engineer  to  stop. 

Jubilo's  attention  was  drawn  to  a  peculiarly  marked 
horse.  This  horse  was  all  black  except  for  a  white  star  on 
the  left  hip.  It  was  so  peculiarly  marked  that  it  could  be 
easily  recognized  anywhere. 

After  taking  in  the  whole  situation  Jubilo  turned  his 
steps  toward  Melville. 

Having  walked  a  few  miles,  he  came  upon  a  small  cabin. 
Outside  the  cabin  were  seven  horses.  Among  them  was  the 
horse  with  the  white  star  on  the  left  hip.  Jubilo  walked 
up  to  the  window  and  peered  in.  He  saw  seven  men  around 
the  table  with  money  in  front  of  them.  One  man  had  a 
bag  in  his  hand  and  was  distributing  the  contents. 

Immediately  it  flashed  through  Jubilo's  mind  that  the  men 
in  the  cabin  were  the  train  robbers. 

Without  a  moment's  hesitation  Jubilo  ran  and  ran  until 
he  reached  the  sheriff's  office.  There  he  told  the  whole 
story  and  the  sheriff  got  some  horses  and  men  and  rode  to 
the  cabin,  with  Jubilo  as  guide. 

They  arrived  there  just  as  the  thieves  were  mounting  their 
horses.  The  sheriff  commanded  them  to  stop  and  give  up 
the  money.  They  were  taken  to  prison  and  the  money  was 
given  to  the  rightful  owners. 

Jubilo  was  rewarded  and  given  a  position  in  the  sheriff's 
office. 


PART  III 
COMPOSITIONS 


OUTLINES 

Before  attempting  composition  construction  students  have 
discussed  and  learned  the  value  of  certain  requisites.  They 
are  as  follows : 

I.      THE  SEVEN  STEPS  OF  COMPOSITION 

^    ,     .  .  ,    fa.     personal  experiences. 

1.  Gathenng  material : -^ ,       V,  ,  , 

°  [b.     other  people  s  opmions. 

2.  Arranging  material. 

3.  Oral  composition. 

4.  Written  composition :  first  draft. 

5.  Revision. 

6.  Publication. 

^        .       fa.     approval  of  audience. 

7.  Reaction. i,        ,.  ,     .        ,. 

'  l^b.     disapproval  of  audience. 

THE  CONTRAST  BETWEEN  AN  AUTHOr's  AND  STUDENT's  USE 

OF  THE  SEVEN  STEPS 

AiitJwr 

1.  Actual  visits  and  continuous  living  in  parts  of  coun- 
try^ written  about. 

2.  Arranging  gathered  material. 

3.  Talks  with  lawyers,  professional  friends  and  resi- 
dents of  visited  country. 

4.  Written:  first  draft. 

5.  Revision:  (correction)  proof  reading. 

6.  Publication. 

173 


174  PROJECTS  IN  ACTION  ENGLISH 

7.     Reaction. 

Approval  of  audience. 

Fame  and  INIoney. 
Disapproval. 

Student 

1.  Books,  libraries,  experiences. 

2.  Arranging  gathered  material. 

3.  Talks  with  friends  and  fellow  students. 

4.  Composition — written. 

5.  Composition — corrected. 

6.  Passing  in  composition  to  instructor. 

7.  Reaction. 

Approval  of  instructor  and  classmates. 

Read  to  class. 
Disapproval. 

II.  THE  FOUR  REQUISITES  OF  WELL  WRITTEN  COMPOSITIONS 

1.  Skillful  Selection:  purpose  in  view. 

Titles  must  arouse  curiosity. 

Titles  must  be  brief  and  to  the  point. 

Titles  must  be  interesting. 

2.  Unity  :  clue — one. 

One  sentence — one  thought. 
One  paragraph — one  topic. 
One  composition — one  subject. 

3.  Completeness : 

Omit  nothing  necessary  to  the  subject. 

4.  Plan:     Well  thought-out  order  of  arrangement. 

III.  THE  VALUE   OF   ORDER 

Order  of  time:  arrange  items  as  they  occur. 
Order  of  logic :  cause  first :  result  last. 


COMPOSITIONS  175 

Order  of  climax:  begin  with  the  least;  end  with 

most  striking  fact. 
Military  order :  second  best  first ;  end  with  most 

striking  fact. 

IV.       THE  KNOWLEDGE  OF  SENTENCE  SENSE 

Foundational   sentences  used  in  composition : 

1.  Simple: 

Kinds    (4). 

Subject   (simple  and  compound). 

Predicate  (simple  and  compound). 

2.  Compound. 

3.  Complex. 

4.  Loose. 

5.  Periodic, 

V^       VOCABULARY  :  WORDS  UNDER  STUDENT'S  CONTROL 

1.  Plain:  ordinary;  easy  for  reader  to  under- 

stand. 
(Encourage  use.) 

2.  Figurative:  to  give  color,  flavor  and  life  to 

expression. 
Introduce  to  give  force  and  pleasure. 
Figures  of  speech : 

Simile  (Metonymy) 

jMetaphor         (Hyperbole) 
Personification 

VL       DIVISIONS  OF  COMPOSITIOJST  I 

Narration : 

to  tell  a  story, 
to  relate  events. 


176  PROJECTS  IN  ACTION  ENGLISH 

Description : 

to  paint  in  words  a  picture. 
Exposition : 

to  explain. 
Argumentation : 

to  argue. 
Persuasion : 

to  persuade. 


DEVELOPMENT  OF  COMPOSITIONS 

The  following  compositions  were  developed  in  the  class- 
room from  small  pictures  of  actions  or  from  a  mental  pic- 
ture of  an  action. 

The  pictures,  one  inch  square,  were  pasted  on  the  com- 
position papers  and  each  pupil  was  required  to  select  his 
title  and  develop  his  composition. 

Example:  A  Soldier's  Morale.  (Title  chosen  by  pupil.) 
Picture:  Huge  clouds, — result  of  ammunition  explosion 
rolled  through  the  sky.  A  soldier  with  face  set,  gripping 
his  bayonet,  was  ready  for  the  "spring"  at  the  sound  of 
the  whistle.  The  entangled  barbed  wire  loomed  up  between 
the  soldier  and  the  clouds. 

Pictured  in  the  white,  bursting  clouds  was  a  vision  of 
the  soldier's  home  in  the  states. 

Example:  The  Queer  Christmas  Gift.  (Title  chosen 
by  pupil.) 

Mental  picture:  A  Red  Cross  Station  in  a  busy  section 
of  a  city. 

A  tired  worker  at  the  end  of  the  day  took  in  the  last 
package  for  a  soldier  boy  overseas.  The  sender  was  a 
foreigner  and  made  an  impression  on  the  Red  Cross  worker 
by  his  homely,  straightforward  remarks. 

177 


178  PROJECTS  IN  ACTION  ENGLISH 


A  soldier's  morale 


Composition  constructed  from  a  picture  pasted  on  the  com- 
position paper 

The  barbed  wire  loomed  up  darkly  against  the  dull  grey 
sky.  Large  fleecy  looking  clouds  rolled  slowly  through  the 
heavens.  In  a  trench  "Somewhere  in  France"  a  long  line 
of  anxious  Yankees  waited  for  the  barrage  fire  to  cease. 
Then  it  would  mean  "Over  the  top  with  the  best  o'  luck." 

There  was  only  one  Yankee  who  felt  as  if  he  would  like 
to  be  in  a  rear  trench.  He  had  gone  over  the  top  many 
times  before  but  now  his  courage  had  left  him.  Wild 
thoughts  went  whirling  through  his  head.  He  saw  him- 
self go  up  and  over,  rushing  madly  on  toward  the  brutal 
murderers  in  the  trench  beyond.  Then  he  saw  a  hand 
grenade  coming  straight  for  him.  It  exploded  with  terri- 
fying results.  He  closed  his  eyes  and  when  he  opened 
them  he  saw  another  vision.  It  was  his  home  in  the  States. 
His  courage  suddenly  surged  back  to  him  and  he  was  again 
a  fighting  Yankee. 

A  whistle  sounded  sharp  and  clear  and  the  men  went  over 
as  a  wave  rolls  upon  a  beach.  The  man  with  the  vision 
dashed  madly  on  toward  the  house  that  he  thought  he  saw 
looming  up  before  him.  Just  as  he  was  about  to  spring  up 
the  steps  there  came  a  blinding  flash;  his  vision  vanished 
and  he  went  down. 

Three  months  later  an  old-looking  young  man  was  driven 
in  a  team  to  a  certain  home  in  New  England.  He  had  one 
arm  and  one  leg  and  was  dressed  in  the  uniform  of  an 


COMPOSITIONS  179 

American  soldier.    As  he  was  carried  up  the  steps  he  closed 

his  eyes  and  whispered,  "My  vision  has  come  true." 

Stanley  Parker 

/ 

II 

THE   QUEER    CHRISTMAS   GIFT 

Composition  constructed  from   a  mental  picture 

The  Red  Cross  worker  stood  behind  the  counter  in  the 
post-office  lobby  putting  the  final  seal  of  inspection  and 
approval  on  a  thick  Christmas  gift  for  a  soldier  boy  who 
had  left  his  home  to  fight  for  the  democracy  of  the  world. 

A  hundred  such  parcels  had  passed  through  her  hands 
that  day,  and  as  she  listened  to  the  stories  of  the  women 
who  had  brought  the  precious  boxes  to  her,  while  she  in- 
spected and  repacked  the  simple  gifts,  the  Red  Cross  worker 
knev/  that  her  work  was  more  than  a  government  fulfill- 
ment, it  was  a  sacrament  of  human  love  and  service. 

The  day  had  been  long  and  the  constant  pull  on  her  sym- 
pathy and  everlasting  tugs  at  her  emotions  had  been  ex- 
hausting. She  longed  for  her  own  quiet  fireside  and  time 
to  consider  the  mighty  lessons  of  the  day.  She  almost 
hoped  there  would  be  no  more  parcels  brought  that  night. 

Then  a  slow,  dragging  step  approached  the  counter  and 
another  carton  was  pushed  across.  The  worker  looked  up 
to  meet  the  shy,  embarrassed  eyes  of  a  middle-aged  work- 
ingman, — a  bearded,  tall,  gray-haired  man,  evidently  a  for- 
eigner. His  face  and  his  blue  overalls  were  dirty  and  he 
kept  one  blackened  hand  on  the  box  and  clutched  his  dinner 
pail  in  the  other.  Haltingly  in  broken  English  he  explained 
that  the  box  was  for  his  boy,  "with  the  Yanks  'cross  the 
ocean,"  and,  please  what  was  on  top  the  box  he  wanted 


i8o  PROJECTS  IN  ACTION  ENGLISH 

left  on  top  so  the  boy  would  see  that  first  of  all.  The 
worker  opened  the  box  and  on  top  was  the  Great  Gift,  the 
thing  which  the  boy  must  see  first  of  all, — four  animal 
crackers. 

"He  loved  'em  so  when  he  was  a  kid,"  the  father  stam- 
mered. And  so,  "what  was  on  top  was  left  on  top,"  and 
the  cracker  lion,  bear,  lamb  and  giraffe  began  their  strange 
journey  half  the  world  around,  from  the  toil-blackened 
hands  of  a  father  to  the  sunburned  hands  of  a  soldier  son, 
— four  animal  crackers,  a  queer,  beautiful  symbol  that  men 
live  and  die  for, — a  symbol  of  love,  of  faith  and  of  home. 

Samuel  Broidy 

III 

THE   WRECKING   MASTER 

Composition  constructed  from  a  picture  pasted  on  the  com- 
position paper 

Far  out  on  the  mighty  deep  where  storms  blow  hardest 
and  white-capped  billows  buffet  against  the  trackless  waves, 
a  monstrous  wrecking  vessel  made  its  way  slowly  through 
the  unendurable  sleet  and  rain.  Wild  was  the  night  with 
fury;  the  pale  face  of  the  moon  could  not  be  seen.  The 
determined,  numerous  black  clouds  that  raced  ceaselessly 
over  the  barren  sky  continued  to  wend  their  way  eastward. 
Short  choppy  waves  seemed  to  meet  the  black  sky  as  they 
rolled  on  to  their  destiny. 

The  giant  vessel  "Veronica"  was  taking  course  after  a 
stranded  schooner.  But  as  the  vessel  and  its  crew  noise- 
lessly drifted  their  way  through  the  developed  dense  fog 
they  beheld  a  sight  which  was  not  soon  to  be  forgotten. 

Now.  the  once  boisterous  sea  seemed  quiet  and  peaceful. 


COMPOSITIONS  i8i 

but  the  luckless  victim  had  passed  beneath  the  great  depths. 
The  brave  sailors  had  gone;  the  ship  had  gone;  but  still 
on  the  gloomy  surface  the  foremost  mast  drifted,  "Un- 
sinkable," — never  to  sink  but  always  to  mark  the  watery 
grave  which  had  swallowed  the  stranded  schooner  and  its 
noble  crew.  At  the  dusk  of  the  evening  the  captain  of  the 
wrecking  vessel  declared  to  his  firemen  that  even  though 
they  were  "Wrecking  Masters,"  the  ocean  was  the  master 
of  all  in  its  power. 

John  Lyons 

IV     . 

AND  THEY  THOUGHT  WE  COULDN'T  FIGHT 

Composition  constructed  from  a  mental  picture 

In  the  huge,  roaring  fireplace  the  great  waves  of  smoke 
rise  majestically  upward.  The  dancing  flames  lick  the  sides 
of  the  logs.  Slowly  and  gradually  the  thick  waves  of  smoke 
resolve  themselves  into  a  realistic  scene,  where  men,  bat- 
tered and  scarred,  covered  with  eternal  trench  mud  from 
head  to  foot,  are  battling  for  life  itself.  Silhouetted  against 
the  deep  red  background  the  grim  mouths  of  the  cannon 
belch  forth  their  messages  of  death  and  ruin,  while  beneath, 
the  tireless  men  are  slowly  but  surely  driving  back  the  hid- 
den terror  from  out  of  the  scene. 

Again  the  steady  regular  clouds  of  smoke  rise  skyward 
and  again  a  vision  appears  in  the  fire.  This  time  a  noble 
army,  twenty  thousand  strong,  are  triumphantly  marching 
down  a  long  thoroughfare  and  the  licking  flames  shooting 
in  all  directions  remind  one  of  the  thousands  of  pennants 
being  waved  in  the  hands  of  delighted  spectators.     With 


i82  PROJECTS  IN  ACTION  ENGLISH 

the  roaring  of  the  fire  one  is  reminded  of  the  ear-deafening 
din  arising  from  the  stupendous  grandstands. 

On  a  stool  before  the  fireplace  sits  a  white-haired  man. 
As  he  views  the  scene  in  the  fire,  the  pale  cheeks  glow  with 
a  warmer  hue  and  the  stooping  shoulders  straighten  out  per- 
ceptibly. As  the  latter  scene  presents  itself  to  his  view  a 
large  teardrop  falls  from  his  eye  and  trails  down  the  fur- 
rows of  his  wrinkled  cheek. 

The  white-haired  veteran  of  the  greatest  war  the  world 
has  ever  known  reverently  unpins  from  his  coat  a  small 
medal  and  passionately  kissing  it,  cries  out  joyously,  "And 
They  Thought  We  Couldn't  Fight." 

David  Newman 


POOR     HUNNY's     CHRISTMAS    TREE 

Composition  constructed  from  a  small  picture  pasted  on 

the  composition  paper 

Christmas  has  not  a  very  bright  aspect  for  Germany  this 
year.  They  have  a  Christmas  tree  shining  with  the  dull 
metallic  luster  of  many  U.  S.  cannon.  It  is  resplendent 
with  lads  in  khaki  and  blue.  It  is  glistening  with  a  tinsel 
of  the  Allies'  bristling  bayonets.  Surmounted  on  the  top- 
most branch  of  the  tree  is  the  worthless  imbecile  of  a  king, 
the  kaiser  suspended  by  the  neck. 

Down  on  the  floor  at  the  foot  of  the  tree  are  last  year's 
useless  ornaments,  including  the  flag  of  Germany  and  the 
iron  crosses  of  war,  the  sabers,  broken  and  rusty,  the  im- 
perial crown  and  the  coat  of  arms. 

These  were  cast  into  an  untidy  heap  of  discarded,  foolish, 
tawdry  trimmings.     The  brighter  and  more  awe-inspiring 


COMPOSITIONS  183 

decorations  graced  poor  Hviiiny's  Christmas  tree  this  year 
for  the  great  Alhed  troops  have  trimmed  it. 

LiUian  Fhght 

VI 

HARVARD    VERSUS    YALE 

Composition  constructed  from  a  mental  picture  before  the 

big  game  took  place 

It  was  a  cold,  chilly  day,  the  kind  of  a  day  that  makes 
one  shiver.  I  was  sitting  in  a  large  arm-chair,  by  a  warm 
crackling  fire,  thinking  of  various  subjects.  Suddenly  I  heard 
a  sound  as  if  a  person  were  speaking.  I  looked  around 
but  could  not  descry  the  object  of  my  search.  I  looked  again 
and  this  time  I  saw  a  wee  little  man,  not  larger  than  my 
thumb.  He  climbed  onto  my  knee  and  in  a  high-pitched, 
squeaky  voice  said,  "Hello,  my  little  man,  is  there  anything 
special  you  would  like  to  see  to-day?"  Too  surprised  to 
speak,  I  stood  looking  at  him  for  a  moment.  I  then  said, 
"Yes,  I  would  like  to  see  the  Harvard-Yale  football  game." 
Scarcely  were  the  words  out  of  my  mouth  before  I  found 
myself  sitting  in  a  very  good  seat  in  the  stadium. 

The  second  half  of  the  great  game  was  about  to  begin. 
For  a  half  an  hour  the  two  great  teams  had  battled  for 
supremacy.  Again  and  again  the  struggling  mass  of  Har- 
vard men  hurled  themselves  at  the  Yale  line,  but  it  did 
not  budge  an  inch. 

It  was  Yale's  ball  on  Harvard's  twenty-yard  line.  Nido 
Kempton,  Yale's  quarterback,  gave  the  signals  for  a  for- 
ward pass.  Rheinhardt,  the  mighty  left  end,  was  ready  for 
it.  But,  as  the  ball  left  Kempton's  hand,  Eddie  Casey, 
Harvard's  broken  field  wizard,  broke  through  the  Yale  line 


i84  PROJECTS  IN  ACTION  ENGLISH 

and  with  a  mighty  leap  that  brought  the  spectators  to  their 
feet  he  gathered  the  ball  in  his  arm  and  was  on  his  w^ay 
to  the  Yale  goal.  Dodging  in  and  out  among  the  players, 
he  drew  nearer  to  the  goal,  but  one  obstacle  was  in  his  way. 
Captain  Callahan  of  the  Yale  team  was  ten  yards  in  front 
of  him.  Warily,  Callahan  watched  every  move  of  the  Crim- 
son star  bearing  down  upon  him.  With  all  the  momentum 
of  his  one  hundred  and  fifty-five-pound  body  he  crashed 
into  Callahan;  both  fell,  but  Casey  regained  his  feet  and 
made  a  touchdown. 

Later  in  the  locker  room  the  players  dressed.  Joy  pre- 
vailed everywhere  among  the  Harvard  men,  only  among  the 
Yale  men  was  there  gloom. 

The  people  clamored  for  speeches  by  Casey  and  Murray. 
Captain  Murray  was  dragged  out  partly  undressed  and  had 
to  put  on  a  large  fur  coat  to  speak  on  the  roof  of  the  locker 
room. 

After  all  was  over  I  stood  wondering  how  I  could  get 
home,  when  suddenly  I  found  myself  in  the  same  arm- 
chair.    It  had  all  been  a  dream. 

Edward  Barishoff 

VII 

DOWNING    'em 

Composition  constructed  from  a  picture  pasted  on  the  corn- 
position  paper 

A  battery  roared  a  salute  as  the  first  group  of  Yankee 
scout  planes  rose  into  the  keen  air  behind  the  Allied  lines 
in  France.  Like  majestic  eagles  they  soared  far  above 
"No  Man's  Land,"  and  the  drone  of  their  engines  grew 


COMPOSITIONS  185 

weaker,  until  they  themselves  were  mere  specks  in  the  clear 
sky. 

High  over  the  trenches  a  lone  scout  plane  circled  in  gigan- 
tic loops  the  shell-torn  battlefield  as  it  waited  for  a  return- 
ing Hun.  Suddenly  with  a  graceful  sweep  its  nose  turned 
upward  and  it  sped  to  meet  two  growing  spots  on  the  hori- 
zon. Straight  at  the  Hun  planes  it  flew,  its  gun  spitting 
fire.  The  Huns,  unable  to  resist  the  furious  onslaught  of 
the  Yank,  swerved  and  dodged  beneath  him.  Intermittent 
flashes  changed  to  continuous  lines  of  fire  and  streams  of 
lead  sprayed  the  three  machines.  Suddenly  one  of  the  Hun 
pilots  threw  up  his  hands  and  sank  slowly  back  in  his  cock- 
pit, and  with  a  sudden  jerk  the  uncontrolled  machine  fell 
in  one  long  spiring  nose  dive  and  landed  in  desolate  "Xo- 
Man's-Land." 

For  fully  a  half  hour  each  tried  to  gain  the  supreme  po- 
sition in  the  air,  and  in  an  unlucky  maneuver  a  Hun  shot 
sw^ept  away  one  of  the  Yankee's  control  rods.  Still  firing 
at  his  opponent,  the  Yankee  attempted  to  land  his  plane. 
With  a  sudden  burst  of  speed  the  Hun  flew  straight  to  ram 
his  crippled  opponent,  but  far,  far  down  in  a  seemingly  for- 
gotten front  line  trench  a  gun  barked  an  answer  to  the 
Hun's  treachery.  The  true-aimed  shell  struck  the  whirring 
propeller;  the  staccato  bark  of  the  engine  ceased;  and,  like 
a  bird  deprived  of  its  instinct,  in  a  sudden  storm,  the  Hun 
plane  shuddered,  burst  into  flames  and  crashed  to  the  earth. 

Shutting  off  his  motor,  the  Yankee  let  the  plane  glide 
earthward  in  a  long  slant.  With  a  slight  jar  he  landed  in 
the  midst  of  his  cheering  fellow-airmen.  It  is  just  pure 
Yankee  grit  and  reckless  courage  that  won  American  su- 
premacy in  the  air  and  the  respect  of  England  and  France. 

Abraham  Feldman 


i86  PROJECTS  IN  ACTION  ENGLISH 

VIII 

THE  END  OF  A    PERFECT    DAV 

Composition  constructed  from  a  mental  picture 

It  was  a  few  days  before  Thanksgiving.  The  wind  was 
howling  and  moaning.  It  was  dismal,  so  dismal  in  the  little 
room  where  I  was,  that  no  one  could  have  dreamed  that 
before  long — cheery  Thanksgiving  was  coming.  I  was  an- 
gry and  sad,  as  I  sat  looking  out  at  the  leafless  trees  in  the 
yard.  Angry  because  of  my  keen  disappointment  and  sad 
— for  in  my  disappointment  I  could  see  no  way  open  for 
me  to  hear  what  I  had  looked  forward  to  for  many  weeks. 

The  latest  newspaper  lay  beside  me  where  I  had  thrown 
it  down.  In  a  certain  column,  cold  words  glared  cruelly 
upward  and  taunted  and  mocked  me.  Guiomar  Novaes, 
the  famous  Brazilian  pianist,  was  to  play  in  the  following 
Saturday  night  concert  at  Symphony  Hall.  It  was  a  rare 
treat  in  store  for  the  people  of  Boston,  and  I  could  not 
go  to  hear  it.  Bitterly  these  words  revolved  in  my  mind, 
but  I  had  to  admit,  much  as  I  tried  not  to,  that  my  parents 
were  right  in  depriving  me  of  their  consent  to  go,  as  a  pun- 
ishment  for  certain  things  that  had  occurred  the  evening 

before. 

As  I  was  brooding  in  the  semi-darkness  I  heard  voices 
in  the  next  room.  I  tried  not  to  listen,  but  in  spite  of  all 
I  could  do,  I  heard  a  few  words  which  caused  me  to  sit  up 
with  a  jerk.  "Don't  you  think  we  could  let  it  go  for  once 
and  allow  her  to  go  Saturday?"  "We-e-e-ell  (a  very  re- 
luctant well),  if  she'll  promise  to  do  what's  right  next  time, 
I  suppose  I'll  have  to  let  her  go.  if  you  wish  it."     It  was 


COMPOSITIONS  187 

father,  a  very  forgiving  father,  pleading  for  me,  while 
my  mother,  with  her  more  Puritanical  ideas,  was  slowly 
giving  her  consent.  I  burst  into  the  room  like  a  whirl- 
wind, there  to  be  greeted  by  one  smiling  parent  and  one 
grave  parent,  who  looked  as  though  she  were  sorry  for  even 
the  grudging  consent  she  had  given. 

The  eventful  day  came  at  last,  after  long  days  of  im- 
patient waiting.  With  my  head  in  a  whirl,  I  found  myself 
in  the  seat  at  Symphony  Hall,  with  my  father  beside  me. 
The  gong  sounded  in  a  few  minutes  and  the  orchestra 
started  the  first  number.  It  was  one  of  Beethoven's  earlier 
symphonies.  The  melody,  a  simple  theme  with  very  few 
variations,  was  exquisitely  played  by  the  violins  and  flutes 
— while  the  huge  kettledrum  at  the  back  of  the  stage  kept  up 
a  continuous  muttering  and  growling,  as  though  it  were  an 
angry  storm  waiting  for  a  chance  to  destroy  the  players, 
I  enjoyed  the  symphony,  but  I  was  consumed  with  impa- 
tience for  the  appearance  of  Miss  Novaes. 

After  intermission  she  appeared.  She  had  wonderful  dark 
hair  of  a  rich  black,  and  skin  with  just  the  tiniest  hint  of 
olive  in  it.  Sht  stood  there  and  bowed  in  response  to  the 
applause  of  the  audience.  She  began  to  play  and  I  forgot 
myself  and  the  wrapt  people  about  me. 

I  found  myself  in  a  forest,  surrounded  by  brilliantly  col- 
ored flowers.  In  the  dim  distance  I  could  hear  the  birds' 
sweet  songs,  and  as  I  made  my  way  toward  my  goal,  a  dull 
rumble  of  thunder  was  heard.  It  grew  more  and  more  dis- 
tinct until  it  1)ecame  screeching  and  mourning.  In  the  midst 
of  the  storm  I  again  heard  the  birds  and  I  knew  I  was 
near  the  place  where  there  was  never  rain  or  storm. 

I  sat  up  with  a  start,  only  to  hear  the  deafening  applause 
of  the  people  and  see  the  little  figure  on  the  platform  bow- 


i88  PROJECTS  IN  ACTION  ENGLISH 

ing  in  all  directions.  As  I  walked  up, the  steps  of  my  home, 
a  happy  sigh  escaped  my  lips.  This  was  the  end  of  a  per- 
fect day. 

Blume  Schribman 


IX 

TWO    DREAMS    THAT    CAME    ^-RUE 

In  the  mountains  of  Colorado,  some  thirty  years  ago,  a 
freight  train  waited  on  a  side  track  for  another  to  come  and 
pass,  and,  as  it  waited,  the  locomotive  engineer  leaned  out 
of  his  cab-window  gazing  at  the  far-off  mountain  tops.  He 
seemed  in  a  dreamy  mood.  The  fireman  sat  upon  the 
tender ;  he  too  was  gazing  dreamily  into  the  purple  haze. 

"What  are  you  dreaming  about,  John?"  asked  the  fire- 
man. 

'T'm  dreaming  that  some  day  I  am  going  to  have  a 
million   dollars.      What   is   your   dream.    George?" 

"That  I  will  write  a  real  book  some  day  and  have  it 
printed,"  answered  the  fireman. 

With  the  passing  of  years,  George  Baxter,  the  fireman 
of  the  locomotive,  became  a  poet  and  author,  a  writer  of 
many  books,  a  singer  of  songs  that  touched  the  hearts  of 
a  whole  continent.  He  brought  happiness  to  the  hearts  of 
many  people. 

John  A.  Hill,  the  locomotive  engineer,  after  years  of  try- 
ing, made  his  million  dollars  as  a  founder  and  publisher 
of  many  tradespapers.  Later  he  became  owner  of  a  rail- 
road, and  the  kindness  with  which  he  treated  his  employees 
showed  that  he  never  forgot  his  past.  With  his  money  he 
helped  the  poor  people. 


COMPOSITIONS  189 

The  dreams  of  each  came  true.  Each  man  saw  the  ful- 
filment of  his  wish.  Each  served  in  his  own  way  the  needs 
of  his  age. 

Adeline  Twombly 

X 

AND   A    LITTLE    CHILD    SHALL    LEAD    THEM 

Far  away  on  a  French  battlefield  the  dawn  was  ap- 
pearing through  a  fog  so  thick  that  a  person  could  see  only 
a  few  feet  away. 

During  the  night  the  Germans  had  retreated  and  the 
French  had  advanced  steadily. 

At  length  the  fog  cleared  away  and  showed  a  large 
meadow,  in  the  middle  of  which  stood  an  old  farm  house, — 
tattered  and  rent  by  the  shells  from  the  big  guns. 

The  big  guns  boomed  on  their  messages  of  death  and 
the  men  started  the  endless  fire  of  the  rifles. 

Suddenly  a  calm  came  over  the  field;  the  guns  stopped 
roaring  and  the  rifle  fire  ceased.  For  there  in  the  middle 
of  the  meadow  between  the  two  trenches  lay  a  small  baby, 
laughing  and  kicking  its  feet  in  the  air.  Not  a  word  was 
spoken;  not  a  gun  was  fired,  for  the  men  in  both  trenches 
knew  the  danger  that  the  child  was  in. 

Suddenly  a  man  rushed  from  the  German  trenches, 
snatched  up  the  child  and  carried  it  back  to  the  trench  in 
safety.  Not  a  shot  was  fired  at  the  man,  but  a  mighty 
cheer  arose  from  both  trenches. 

Then  the  guns  roared  again  and  the  men  started  their 
daily  work  of  massacre  and  death. 

Stephen  Fasbender 


I90  PROJECTS  IN  ACTION  ENGLISH 


XI 


A  THANKSGIVING  LETTER   FROM   THE  POSTMAN  S  BAG 

On  Thanksgiving  morning  I  was  idly  gazing  out  of  the 
front  window.  I  saw  the  postman  with  his  slow  and  steady 
gait  coming  up  the  street.  He  stopped  at  first  one  house 
and  then  another,  leaving  his  messages  of  joy  and  sadness. 
He  finally  worked  up  to  our  house.  The  usual  two  bells 
sounded  and  I  hurried  down  to  receive  the  morning  mail. 
I  looked  over  the  mail  and  found  a  strange  letter  addressed 
to  myself.  I  opened  the  envelope  with  care  and  read  the 
letter  and  this  is  what  it  said : 

Y.  I\I.  C.  A.  Dugout 

Somewhere  in  France 
Dear  Friend, 

As  the  cold  winds  blow  through  the  Y.  'M.  C.  A.  dug- 
out my  thoughts  wander  back  to  your  home  town.  I  often 
long  to  be  home  but  I  will  not  return  until  victory  is  won. 
There  are  signs  all  over  the  walls  of  the  dugouts  and  the 
one  that  impresses  us  most  is  "Don't  forget  to  write  home." 
It  is  certainly  a  good  thing  to  see  all  the  boys  writing  home 
to  tell  the  news  before  they  go  into  the  trenches  again. 

All  the  soldiers  cheered  and  jumped  when  they  heard  that 
the  Y.  j\I.  C.  A.  had  raised  more  than  $35,000,000.  They 
are  spending  this  money  for  pianos,  graphophones,  records, 
writing  material  and  games.  The  boys  are  well  fed  and 
must  be  in  order  to  fight  well.  The  soldiers  always  think 
of  Napoleon's  motto:  "Soldiers  cannot  fight  on  an  empty 
stomach." 


COMPOSITIONS  191 

The  soldiers  call  the  ''Red  Triangle"  the  bright  spot  or 
an  emblem  of  cheer.  There  are  now  578  Y.  M.  C.  A.  cen- 
ters at  Naval  Training  stations,  forts,  canips,  and  at  the 
trenches.  It  takes  2,000  secretaries  and  assistants  to  run 
these  Y.  M.  C.  A.'s  and  I  am  glad  that  I  am  one  of  the 
2,000  people. 

Do  you  know  that  $69.25  a  minute  since  the  time  of 
Christ  until  now  wouldn't  pay  for  this  great  war  ? 

The  Canadians  have  just  come  back  after  a  great  vic- 
tory and  have  many  stories  to  tell  us.  This  was  the  greatest 
battle  since  the  war  started  and  in  this  battle  the  Canadians 
uxnt  over  the  top.  I  hope  this  war  will  not  last  much 
longer  and  that  you  will  not  be  taken  from  your  happy 
home.  I  must  help  serve  the  refreshments  to  the  soldiers 
now,  so  I  will  close. 

Your  Y.  M.  C.  A.  friend, 
Dick  Foyer 

P.  S. — In  this  twenty  minutes  that  I  have  been  writing, 
$4,000,000  was  spent  in  destruction. 

After  reading  this  great  letter  I  decided  that  I  would 
do  all  in  my  power  to  help  win  the  war.  I  am  also  glad 
that  I  am  one  of  100,000  boys  who  have  pledged  $10  for 
the  Y.  M.  C.  A.  work  for  the  soldiers. 

As  noon  came  on  and  the  turkey  was  placed  on  the  table 
I  couldn't  help  thinking  of  the  poor  soldiers  in  the  trenches. 

In  order  to  be  a  true  and  loyal  citizen  to  the  country  we 
love,  we  must  give  freely  and  heartily  for  the  cause  of  the 
war. 

What  a  great  letter  to  receive  from  my  friend  on  Thanks- 
giving Day  and  what  great  news  a  postman  can  bring ! 

Lester  Bursey 


192  PROJECTS  IN  ACTION  ENGLISH 

A  THANKSGIVING  LETTER   FROM    THE  POSTMAN'S   BAG 

Down  an  old  trail  in  the  Ghost  Range  in  northwestern 
Mexico,  just  across  the  Arizona  border,  a  mounted  mail 
man  wound  his  way.  His  horse  carefully  picked  its  steps 
among  the  broken  granite  which  had  tumbled  upon  the  an- 
cient path  from  the  mountain  wall  alcove. 

An  awful  stillness  hung  over  the  scene  that  was  broken 
only  by  the  click  of  the  horse's  hoofs  upon  the  rocks,  and 
the  clatter  of  the  loose  stones  that  dislodged  and  rolled  and 
skipped  down  the  mountain's  steep  sides. 

Not  a  breath  of  air  was  stirring,  and  the  sun  blazed  down 
from  its  zenith  with  such  fierce  and  direct  radiation  that 
the  wayfarer  did  not  have  to  observe  the  shadows  to  note 
its  exact  position  in  the  heavens.  The  heat  was  so  intense 
that  the  cactus  burst  into  flowery  flames. 

At  last  the  wayfarer  breathed  a  sigh  of  relief  as  he  en- 
tered a  small  forest  which  separated  him  from  Sweetwater, 
to  which  he  was  going. 

As  his  ride  through  the  w^oods  would  be  monotonous  to 
the  reader,  I  will  therefore  endeavor  to  relate  a  glimpse  of 
his  past  life. 

Twelve  years  ago  Charley  Lane,  or  better  known  as 
Sagebrush  Charley,  while  working  on  a  ranch,  was  bitten 
on  the  left  arm  by  a  rattlesnake  and  he  had  to  suiTer  the 
loss  of  his  arm.  Not  being  able  to  do  any  ranch  work,  he 
was  given  a  job  as  mail-man  and  he  has  been  on  the  job 
ever  since. 

At  last  the  woods  began  to  give  away  to  the  clearing 
and  the  trees  became  thinner  and  thinner.  The  crowing 
of  a  rooster  and  the  quacking  of  a  duck  told  him  that  he 
was  near  a  farm  house  and  at  last  the  large  farm  came  into 


COMPOSITIONS  193 

view,  which  was  the  last  house  on  the  outskirts  of  Sweet- 
water. A  few  more  minutes  took  him  to  the  box  where 
he  deposited  several  letters  from  his  dust-covered  and  well- 
worn  satchel.  Suddenly  he  came  upon  one  marked  "Cen- 
sored" for  ]Mrs.  Samuel  Sawyer. 

Just  then  Mrs.  Sawyer  and  her  husband  came  out  of 
the  house  with  anxious  expressions  on  their  faces.  "Yes,'' 
said  the  mail-man,  "from  Dick!" 

In  a  few  seconds  the  old  people  with  tears  of  joy  were 
pouring  over  the  contents  of  the  following  letter: 

Somewhere  in  France 
November   i,   19 17 
Dear  Mother, 

I  hope  this  letter  will  find  you  as  healthy  and  contented 
as  I  am.  Your  constant  writing  of  letters  tells  me  that  I 
am  on  your  mind.  Don't  ever  worry  over  me  as  that  would 
be  selfish  and  unpatriotic.  I  am  not  doing  any  more  for 
my  country  than  countless  thousands  of  others  are. 

A  letter  from  home  is  just  as  good  as  a  brilliant  victory 
and  the  most  welcome  and  appreciated  thing  we  receive. 
I  have  learned  from  a  sergeant  who  is  a  very  dear  friend  of 
mine  that  to-morrow  we  are  to  go  over  the  top.  So  you 
see  this  may  be  the  last  letter  I  shall  ever  write.  If  you 
receive  news  of  my  death  bear  it  easily  and  l)e  thankful 
that  you  had  a  son  who  fought  against  Autocracy  for  the 
benefit  of  the  whole  world.  Some  day  we  may  meet  in  the 
"Great  Beyond." 

As  I  write  these  few  lines  happy  memories  of  last 
Thanksgiving  flash  through  my  mind.  Little  did  I  know 
that  it  should  be  my  last.  If  I  could  only  get  one  last  look 
at  God's  country  and  our  little  farm  I  would  be  more  than 


194  PROJECTS  IN  ACTION  ENGLISH 

satisfied.     But  a  great  broad  ocean  separates  me  from  my 
last  wish. 

As  my  candle  is  burning  low  I  will  have  to  close.  God 
bless  our  little  farm,  and  you,  in  God's  own  Country. 

Your  only  son, 
Dick 

Having  read  this  letter  for  the  third  time,  Mrs.  Sawyer 
with  unsteady  hands  placed  it  carefully  back  into  its  en- 
velope. 

After  a  short  pause  ^Nlr.  and  ]\Irs.  Sawyer  with  tearful 
eyes  slowly  followed  a  narrow  path  which  led  to  their  house. 

Not  a  word  was  spoken  for  some  time,  but  at  length 
^Ir.  Sawyer  said,  "I  know  it's  going  to  be  awful  lonesome 
and  we  shall  miss  his  letters."  They  both  tried  to  dry  their 
tears  and  to  think  of  other  things. 

The  days  quickly  passed  and  it  was  the  day  before 
Thanksgiving.  Mrs.  Sawyer  was  busy  all  day  in  the  kitchen 
making  pies  and  puddings  and  other  delicious  things  too 
numerous  to  mention,  while  her  husband  was  killing  a 
large,  fat  turkey  which  he  had  rounded  up  after  a  long, 
wild  chase  around  the  farm. 

When  evening  came  and  their  daily  work  was  over  they 
sat  in  their  usual  seats  close  by  the  old  fireplace,  which 
brought  back  memories  of  days  gone  by.  As  they  were 
watching  the  dancing  shadows  on  the  bare  walls  a  faint 
sound  of  an  oncoming  buggy  fell  on  their  ears.  It  came 
nearer  and  nearer  until  it  stopped  in  front  of  the  house. 

In  a  second  the  big  front  door  swung  open  and  with  a 
loud  cheer  Dick,  minus  his  left  arm,  rushed  joyfully  into 
the  large,  cozy  parlor  where  his  father  and  mother  were 
seated. 


COMPOSITIOXS  195 

If  I  tried  to  tell  of  their  joy  I  would  not  do  them  justice, 
but  I  can  say  that  there  wasn't  a  happier  Thanksgiving  in 
the  whole  country, 

Henry  Periera 

XII 

A   WESTERN   GIRL's   CHRISTMAS 

In  a  desolate  region  of  Arizona,  where  the  far-reaching 
plains  meet  the  foothills  of  the  Rockies,  a  small  switchman's 
shack  stood  surrounded  by  rugged  pines  and  immaculate 
snow-drifts.  In  the  valley  below,  the  line  of  a  western  rail- 
road stretched  from  the  distant  peaks  to  its  smooth  course 
eastward.  The  cabin  was  inhabited  by  a  swarthy  switch- 
man and  his  young  daughter.  There  had  been  a  serious 
accident  on  the  roadbed  below,  and  her  father  had  been 
brought  home  seriously  hurt.  As  she  sat  by  his  bedside, 
she  thought  of  the  approaching  Christmas  holiday. 

That  night  the  wind  shrieked  dismally  as  it  piled  the 
gathering  snow  into  unpassable  banks  on  the  wreckage  of 
the  day  before.  The  girl  was  suddenly  awakened  from 
her  reverie  by  the  grinding  noise  of  the  flanged  wheels  on 
the  ice-coated  rails.  She  thought  of  the  danger  that  lay  in 
the  course  of  the  oncoming  passenger  train.  Catching  up 
a  lantern,  she  was  soon  at  the  broken  switch.  The  huge 
express  thundered  across  the  trestle  and  as  its  gleaming 
headlights  cut  the  frosty  air  the  engineer  saw  a  warning 
light  in  the  distance. 

When  the  startled  passengers  alighted  from  the  cars  they 
saw  the  nose  of  the  big  pilot  buried  in  the  snow  and 
wrecked  timbers  In  a  little  group  near  by  the  engineer 
was  kindly  questioning  a  small  girl  with  tear-stained  face. 


196  PROJECTS  IN  ACTION  ENGLISH 

After  the  road  had  been  cleared  and  the  train  continued 
on  its  way  the  girl  returned  to  the  cabin  and  on  Christmas 
morning  was  the  receiver  of  a  handsome  present  for  which 
the  passengers  of  the  almost   fatal  train  contributed. 

Edward  Feldman 

XIII 

HEARTS  OF  MEN 

It  is  a  wild  night.  Outside  the  gale  roars  and  shrieks 
as  it  tears  around  the  solitary  cabin  and  through  the  sur- 
rounding woods.  Vivid  peals  of  thunder  echo  forth  and 
occasionally  a  blinding  flash  of  lightning  goes  whizzing 
through  the  sky.  In  short,  the  very  foundations  of  the  earth 
seem  to  be  shaken  by  the  elements  of  the  storm.  The 
rain  comes  down  in  incessant  torrents,  flooding  the  earth 
as  in  a  great  deluge,  and  splashing  fiercely  against  the  only 
pane  of  glass  that  the  small  cabin  has.  Great  forest  trees 
creak  and  sway  and  bend  before  the  terrific  storm.  The 
waters  of  the  lake  rise  high  and  slash  in  rage  against  the 
banks,  in  great  seething,  foaming  waves.  Woe  betide  the 
one  who  is  exposed  to  the  frenzy  of  the  elements  on  a  wild 
night  like  this. 

Groping  and  staggering  as  only  a  man  in  a  storm  can, 
a  lost  traveler  tries  to  reach  the  dim  light  in  the  distance. 
Will  he  reach  it  ere  he  is  exhausted?  His  feet,  unconscious 
of  danger,  lead  him  to  the  very  edge  of  the  lake.  The  clash- 
ing sounds  of  the  storm  prevent  him  from  hearing  the  lake 
breakers  as  they  dash  against  the  shore.  All  of  a  sudden  a 
huge  wave  comes  and  envelopes  him.  He  tries  to  draw 
back  but  it  is  too  late.  He  is  swiftly  dashed  into  the  hissing, 
swirling  water  of  the  lake.     As  he  falls  he  utters  one  great 


COMPOSITIONS  197 

piteous  cry  which  is  heard  above  the  noise  of  the  tempest. 
Within  the  lone  cabin  in  the  woods  near  the  lake,  two 
desperadoes  sit  and  gloat  over  the  spoils  of  their  nefarious 
career.  The  jingle  of  jewelry  and  gold  is  louder  to  them 
than  the  noise  of  the  tempest.  Unheeding  of  the  weather 
outside,  they  count  and  divide;  as  they  do  this  there  is  a 
dispute,  a  violent  quarrel,  and  knives  are  drawn.  As  they 
stand  there  over  their  ill-gotten  booty,  each  with  a  knife 
in  his  hand  and  murder  in  his  eyes,  there  comes  a  cry  of 
a  man  in  distress.  Then  there  comes  a  change.  These 
men  may  be  the  blackest  kind  of  bandits,  but  they  are  ]\IEN, 
and  true  men,  too.  Into  each  man's  eyes  comes  the  sign 
of  friendship  for  a  fellow-man,  and  the  realization  that  the 
life  of  a  human  being  is  in  the  balance.  Knives  drop  auto- 
matically, and  together  they  rush  through  the  door.  As  with 
one  voice  they  answer  the  call  for  help  in  the  night,  "Hold 
hard,  Pard,  we're  comin'." 

Aldo  H.  Raff  a 

-     XIV 

A    COUNTRY    RUBE 

It  was  nearly  five.  Along  the  northwestern  horizon  a 
deep  brown  of  fast  fading  rosy  glow  marked  the  begin- 
ning of  twilight.  From  the  east  a  still  wind  moved  about 
chilling  the  atmosphere.  As  one  climbed  down  into  the 
beautiful  valley  with  its  white  houses  and  white  fences  of 
limed  rock  he  could  smell  the  breath  of  apple  blossoms, 
could  hear  the  birds  singing  and  the  bees  humming  and  the 
plough  songs  echo  over  the  valley.  He  could  hear  the 
crickets,  could  see  the  fireflies  fluttering  about, — guides  in 


198  PROJECTS  IN  ACTION  ENGLISH 

the  land  of  paradise — ]\Iaine.  An  old  man  and  a  boy  about 
eighteen  years  of  age  stood  by  a  cabin. 

The  boy  hated  it  all,  hated  the  valley  and  its  inhabitants, 
hated  nature's  blessings.  To  him  came  the  vision  of  tall 
buildings,  offices  and  banks.  He  hated  the  environment  he 
slaved  under ;  the  hot  sun  burned  the  very  soul  within  him. 
With  the  joys  of  paradise  he  longed  for  sorrow,  the  city, 
the  mill  of  tragedy. 

And  was  he  not  right  ?  For  years  he  had  been  the  laugh- 
ing stock  of  the  village.  He  was  the  center  of  merry  jest; 
the  center  of  noisy  comedy.  Nicknames  he  was  given  for 
every  day  in  the  year,  and  slowly  but  surely  he  was  being 
dragged  down  into  the  depths  of  life.  Finally,  this  being 
tied  down  to  a  center  of  jests  had  continued  long  enough 
and  the  boy  resolved  to  revolt  against  this  despotism.  To 
bring  about  this  end  he  concluded  that  he  would  enlist  in 
the  army  where,  at  least,  he  might  be  of  some  use.  The 
city  was  out  of  his  reach,  but  the  army — he  had  only  to 
grab  his  chance. 

He  would  show  them,  the  jesters,  what  he  could  do — what 
they  weren't  expecting  in  a  boy  with  no  brains  and  no  abil- 
ity. He  would  show  them  at  least  that  he  w'as  a  man. 
It  was  not  mere  patriotism  which  led  him  to  adopt  these 
measures,  for  he  yearned  to  be  a  man.  So  in  the  course  of 
a  month  Red  of  B disappeared  from  the  land  of  para- 
dise and  no  one  knew  whence  he  had  gone,  not  even  his 
heartbroken  father. 

Red  was  in  France  at  last.  For  months  he  had  under- 
gone a  severe  military  training  learning  the  science  of  war. 
It  was  hard  for  him.  His  country  appearance  did  not  wear 
off,  yet  he  was  slowly  rounding  himself  into  a  man.  He 
began  to  understand   life.      He  became  more   patient   and 


COMPOSITIONS  199 

he  was  anxious  to  learn.  It  was  a  loose,  careless  lad  with 
a  large  head,  red  burning  hair,  blue  eyes,  large  body  sup- 
ported by  long,  dangling  legs  with  shoes  like  gunboats, 
that  was  bearing  the  hardships  of  a  soldier  unlike  the  Red 
of  three  months  ago;  very  unlike. 

A  drenching  rain  had  fallen  for  four  days.  Everywhere 
there  was  water,  and  in  the  trenches  four  feet  of  water 
was  visible,  with  rats  and  cooties  as  menaces.  A  crash 
tore  earth  and  air.  The  massive  column  of  black  smoke 
belched  upward,  the  straight  upward  flame  landed,  after 
which  was  left  a  mass  of  fragments  of  men  and  earth. 
Shell  after  shell  hissed  forth.  To  the  men  it  seemed  that 
fury  had  broken  loose.  This  attack  was  on  an  American 
company  that  the  Germans  were  trying  to  annihilate.  For 
three  weeks  the  Americans  had  been  steadily  advancing, 
capturing  trench  after  trench  until  they  were  in  a  trap. 

The  line  of  supplies  was  broken.  A  heavy  rain  had 
fallen,  thus  making  the  roads  unfit  for  trucks  which  brought 
supplies  to  the  front.  For  a  few  weeks  the  men  had  been 
in  just  such  a  condition.  They  resolved  never  to  surrender. 
The  outlook  was  dark  indeed.  Already  there  was  not  enough 
food  for  eight  meals.  "We  must  wire  our  artillery  to  send 
food  or  break  the  enemies'  lines.  Send  the  message,"  the 
commander  concluded.  A  shot  rang  out.  A  soldier  came 
running  up  informing  the  captain  that  communications  with 
the  artillery  were  broken. 

The  captain's  face  hardened,  then  turned  pale.  He  thor- 
oughly understood  the  situation.  W^ith  choking  thirst  and 
hunger  beating  the  soul  within  them,  men  could  not  fight. 
A  few  ended  it  right  there ;  others  died.  The  condition  was 
sickening.  The  oflicer  called  his  men  together,  explaining 
the  situation.     He  told  them  that  one  must  volunteer  and 


200  PROJECTS  IN  ACTION  ENGLISH 

mend  the  wires.  A  silence  fell  upon  the  men.  It  was  a 
place  where  life  and  death  hung  by  a  hair.  Finally  the 
captain  spoke  up :  "\\>11,  seeing  no  one  volunteers  I  think 
I'll  go  myself."  There  was  a  commotion  in  the  rear.  "No, 
you've  got  to  lead  the  men.  I'm  going.  Give  me  the  pincers 
and  the  tape." 

There  was  not  a  smile  as  Red  volunteered.  No  jests 
here — it  was  serious.  He  was  given  the  necessary  materials 
and  then  he  slid  down  the  trench,  creeping  slowly  like  a 
rattlesnake.  The  shells  shook  the  very  earth  beneath  him; 
some  broke  near  him;  more  than  once  his  arm  touched  a 
hand  without  a  body.  Cold  shudders  went  through  him. 
Now  was  his  chance.  He  must  mend  the  wires.  He  must 
be  a  man.  When  he  was  covered  wnth  mud  he  finally 
reached  the  wires.  Oh!  how  clumsily  he  worked.  As  he 
slid  himself  back  a  German  raised  his  musket  and  fired — 
Red  shrieked,  fell, — shot  through  the  lungs. 

Back  in  the  American  trenches  anxious  hearts  heard  and 
understood.  Their  eyes  filled  with  tears.  The  boy  whom 
they  had  jeered  at  had  mended  the  wires  and  had  perhaps 
saved  them.  With  the  artillery's  help  they  charged;  with 
many  dead  and  wounded  they  won  the  objective — and  Food. 

Red  had  been  their  deliverer. 

•  •  •  •  • 

A  train  w^as  slowly  winding  its  way  up  to  a  little  Maine 
village  Avhere  Hiram  ]\Iiddlebury,  the  winner  of  the  Con- 
gressional Medal  and  perhaps  a  lieutenant's  commission  had 
he  lived,  was  to  be  buried.  All  the  honor,  all  that  was  due 
to  him  was  to  be  given  him — the  boy  who  had  saved  two 
hundred  and  fifty-eight  men.  The  boy's  father,  though 
heartbroken,  thanked  God  that  his  boy  had  turned  out  to  be 
a  man.    Oh !  if  he  had  only  lived !    But  as  the  bugle  sounded 


COAIPOSITIONS  20I 

its  last  refrain  Red  began  his  sleep  in  the  paradise  which 
he  had  hated ;  where  the  powers  of  nature  would  forever 
watch  over  him,  in  peace,  in  solitude,  and  in  honor. 

Max   Schwartz 

XV 

HIS  DECISION 

Hans  Kaufman  was  German.  Although  born  in  America, 
he  was  so  distinctly  foreign  that  he  spoke  very  little  Eng- 
lish, and  knew  practically  nothing  of  his  land  of  birth.  This 
had  been  caused  by  the  boy's  environment.  He  was  born 
among  Germans,  brought  up  among  them,  and  had  even 
been  educated  by  a  German  tutor.  The  natural  result  of 
this  was  that  Hans  had  iDecome  infatuated  with  "der  Vater- 
land,"  and  when  the  war  broke  out  he  was  determined  to 
serve  what  he  thought  was  a  just  cause. 

It  was  just  such  fellows  that  the  despotic  government 
seeking  to  rule  the  world  sought,  intending  to  make  them 
their  jackals,  and  carry  out  their  dastardly  schemes.  Thus 
it  was  that  a  secret  agent  of  that  government  sought  out 
Hans,  and  told  him  "how  he  could  serve  his  country"  by 
hindering  the  progress  of  America  as  much  as  he  could. 
He  unfolded  the  wicked  plans  that  Hans  would  have  to 
carr}'  out,  and  at  first  the  boy  was  slightly  shocked,  but 
was  reassured  when  \'on  Bettmann,  the  spy,  said,  "It  is  }our 
duty,  and  you  are  performing  a  great  service  for  the  Father- 
land." Through  the  influence  of  the  spy  Hans  had  be- 
come possessed  by  the  savage  Hun  spirit,  that  of  destroying 
and  not  thinking  of  the  ghastly  results  which  were  forth- 
coming. He  was  told  by  the  spy  that  in  a  few  days  he 
w^ould  be  notified  to  carry  out  the  terrible  deed  of  blowing 


202  PROJECTS  IN  ACTION  ENGLISH 

up  the  "Big  Creek"  trestle,  which  was  to  have  a  train  full 
of  doughboys  and  many  important  military  men  aboard 
it,  cross  over  it  on  that  certain  night. 

The  time  had  come.  It  was  a  dreary  night.  There  was 
no  moon  and  it  was  pitch  dark.  Under  the  Big  Creek 
trestle  three  men  waited,  as  a  cat  w^aits  to  pounce  upon  a 
mouse,  until  the  time  should  come  to  discharge  the  enormous 
amount  of  explosive  which  had  been  placed  there.  Hans 
had  his  hand  on  the  lever, —  the  hand,  he  thought,  which 
would  do  so  nuich  for  the  Fatherland.  He  just  had  to  move 
that  lever  and  the  blow  would  Ije  struck. 

Now  it  happened  that  a  certain  manufacturer,  who  loved 
his  country,  thought  that  the  Stars  and  Stripes  should  float 
at  night  as  well  as  at  day,  and  had  therefore  placed  a  flag 
above  his  factory,  with  a  huge  flashlight  shining  on  it. 
To  the  one  who  saw  this  flag  at  night  it  would  seem  as  if 
it  were  floating  alone  in  the  sky,  like  a  new  star  in  the  firma- 
ment.    This  flag  was  in  full  sight  of  the  Big  Creek  trestle. 

And  so,  while  Hans  was  waiting,  his  gaze  fell  on  the 
illuminated  flag,  and  the  sight  of  it  startled  him, — bewil- 
dered him.  It  made  him  realize  all  of  a  sudden  that  that 
flag  belonged  to  his  real  country.  He  gazed  some  more  at  it 
and  the  light  of  it  entered  his  eyes  and  penetrated  into  his 
soul,  banishing  the  black  spots  of  savagery  that  had  been 
placed  there.  While  he  was  looking  at  that  wondrous  flag, 
a  distant  rumble  was  heard!  The  train  was  coming! 
"Ready!"  cried  the  two  men  to  Hans.  Yes,  Hans  was 
ready,  but  ready  in  a  different  way.  Just  the  look  at  that 
w^onderful  flag  had  the  effect  of  changing  his  entire  char- 
acter; it  had  acted  like  a  magical  balm.  It  seemed  to  him 
that  he  heard  the  cries  of  the  maimed  and  the  wounded, 
and  the  utter  ghastliness  of  it  was  brought  home  strong  to 


COMPOSITIONS  203 

him.  Oh,  how  gorgeous,  how  beautiful,  how  wonderful  that 
flag  of  HIS  COUNTRY!  No,  he  could  never  do  what  he 
had  been  ordered  to  do.  The  distant  rumble  grew  louder 
and  louder !    The  train  would  be  on  the  trestle  in  a  minute ! 

He  dashed  at  the  wires,  seeking  to  break  them,  and  thus 
prevent  that  awful  destruction.  But  the  men  suddenly  re- 
alized what  he  was  trying  to  do,  and  they  grappled  with  him. 

"You  traitor,"  they  hissed,  "you  shall  pay  dearly  for 
this!" 

The  train  was  just  about  to  cross  the  trestle,  and  the  men 
attacked  Hans,  with  renewed  fury,  seeking  to  press  that 
lever  down!  They  battered  him,  tore  at  him,  but  he  would 
not  let  go,  for  the  spirit  of  the  flag  was  within  him.  The 
train  was  directly  over  head  now,  traveling  swiftly;  but 
oh,  how  slowly  it  seemed  to  Hans.  At  last  the  last  car  went 
over,  and  as  it  did  so  a  revolver  shot  rang  out,  and  Hans 
fell  to  the  ground. 

Hans  was  alone.  He  was  lying  on  the  ground,  and  his 
life  was  ebbing  away.  With  a  great  deal  of  exertion  he 
raised  himself  up  on  his  elbow.  "I  must  see  it  once  more!" 
he  said,  "I  must ;  I  must."  He  saw  the  flag  as  he  did  before, 
and  it  seemed  to  awaken  him  for  a  moment  and  put  renewed 
life  into  him.  "My  flag!"  he  muttered,  "my  flag,  and  my 
country!"  and  then  he  lay  still  with  a  beautiful  smile  upon 
his   face. 

The  next  day  they  found  him  lying  there.  By  the  sur- 
roundings they  understood  what  had  happened  and  paid 
tribute  to  him. 

And  it  was  just  because  they  realized  and  appreciated 
what  he  had  done,  that  some  one  lovingly  carved  upon  a 
piece  of  granite  these  words, — "Hans  Kaufman — an  Amer- 
ican.    He  died  for  his  countrv !"  Aldo  Raft'a 


204  PROJECTS  IN  ACTION  ENGLISH 

XVI 

SPRINGTIME    AGAIN 

It  seemed  as  though  all  the  universe  laughed  on  that  day ! 
As  if  any  one  could  help  Ijut  laugh  in  such  glorious 
weather ! 

Even  the  little  brook  had  a  joke  all  to  itself,  for  it  gurgled 
and  chuckled  all.  the  way  down  the  hill,  twisting  itself  in 
merry  little  tangles,  unwinding  again  and  hurrying  on. 

As  for  the  sun,  it  was  as  jolly  as  it  possibly  could  be  on 
such  a  morning  in  Spring.  "It  had  tossed  its  winter  night- 
cap of  stormy  clouds  far,  far  into  the  sea  and  now  it  grinned 
on  each  and  every  one  with  impish  glee."  Flowers  nodded 
saucy  heads  and  coquetting  breezes  whispered  fragrant  mes- 
sages to  them. 

Behind  a  massive  wall  of  granite  stone  the  scent  of  these 
blossoms  wafted  to  and  fro.  Lilacs  peeped  inquisitively 
over  it  and  tossed  their  gay  banners  gracefully  in  the  wind. 
The  garden  in  which  they  bloomed  was  the  quaint  old- 
fashioned  kind,  lovely  in  its  severe  simplicity  of  long  ago. 
The  tulips  bright  and  pretty  in  their  gay  colors  were  set, 
like  staunch  little  sentinels,  all  in  a  row  along  the  prim 
little  paths,  while  narcissus  and  daffodils  swayed  together  in 
daintily  bordered  beds. 

The  owner  of  this  fair  paradise  stood  regarding  it  with 
fierce  brows  bent  in  a  perpetual  frown.  His  face  was  hard 
and  stern.  His  heart  was  hard  and  cold.  He  was  bitter, 
morose,  and  painfully  proud.  He  whirled  on  his  heel,  turn- 
ing his  back  on  God's  loveliness  and  entered  the  darkened 
house  with  angry  footsteps. 

How  he  hated  that  garden  of  haunting  memories,  how 


COMPOSITIONS  205 

he  hated  the  Springtime  that  made  it  bloom  again!  Vague 
heart  aches  of  long  ago  dwelt  in  each  flower  face.  Baby 
hands  that  had  picked  them  clung  to  his  heart-strings  in 
spite  of  efforts  to  loosen  their  hold.  Baby  eyes  of  starlit 
blue  seemed  to  peer  into  his  with  wistful  pleading  glances. 
He  settled  in  his  arm-chair  and  covered  his  eyes. 

"Springtime  again,"  he  muttered.  Slowly,  as  he  sat  there, 
the  past  unrolled  before  him,  and  he  wandered  back  to  the 
days  when  a  fair-haired  baby  girl  had  ruled  him,  her  ador- 
ing father,  with  a  sweetly  imperious  sway.  As  he  turned 
back  to  that  page  of  memories  he  saw  the  wee  child  playing 
happily  in  her  dead  mother's  garden.  He  thought  of  the 
years  of  delightful  comradeship  they  had  spent  together, 
and  a  lonely  longing  tugged  at  his  heart. 

Frowning  darkly,  he  reviewed  the  fateful  Springtime  that 
had  wrought  its  work  of  ruin  in  his  heart.  That  was  w4ien 
his  daughter,  grown  to  womanhood,  had  fled  fearfully  from 
him  to  join  one  whom  she  loved  better  than  Jiiiii.  Then 
he  had  sworn  never  to  allow  either  her  or  hers  to  enter 
through  the  clanging  iron  gate.  Six  springs  had  come  and 
gone  since  the  dreary  old  house  had  echoed  with  a  happy 
laugh  or  joyous  song. 

Up  the  garden  walk  crept  a  very  dirty,  small  boy  with 
a  light  of  triumphant  joy  in  his  eyes.  Once  he  looked  back, 
apprehensively,  at  the  iron-barred  gate  which  he  had  wrig- 
gled through.  Seeing  he  had  been  unobserved,  he  continued 
on  happily.  Sighing  with  satisfaction,  he  sur\-eyed  the  de- 
lights of  the  garden. 

"So  thirsty,"  he  lisped  as  he  bent  his  blue  romper-clad 
figiH-e  over  the  little  brook,  which  subduing  its  hillside 
chuckling  to  a  vague  murmur,  had  found  its  way  into  the 
silent  old  garden.     Quenching  his  thirst,  he  plunged  both 


2o6  PROJECTS  IX  ACTION  ENGLISH 

hands,  elbow  deep.  Into  the  streamlet, — his  eyes  sparkling. 

"Guess  I'll  stop  the  li'l  brook,"  he  remarked,  but  the  "li'l" 
brook  refused  to  be  stopped,  for  it  murmured  polite  regrets 
and  hurried  on  quite  unconcerned.  Presently  the  boy  spied 
a  patch  of  strawberries.  Needless  to  say,  he  was  soon  feast- 
ing with  delight. 

"Oh,"  he  said  wistfully,  "I  could  eat  'em  all." 

"Why  don't  you?"  inquired  a  sarcastic  voice  behind  him. 
The  little  lad  started  and  turned  quickly  to  face  the  owner 
of  the  garden, 

"They  don't  make  the  gate  bars  far  enough  apart,"  he 
complained  plaintively,  "and  if  I  eat  too  much  I'll  not  be 
able  to  squeeze  through  'em  again.'' 

"I  see!    Did  you  starve  for  a  week  to  get  in?" 

"Oh,  no,''  the  child  admitted  cheerfully,  "I  just  went 
without  dinner,  that's  all." 

"Why  were  you  so  anxious  to  come- in?"  The  man  bent 
puzzled  brows  over  a  vague  familiarity  in  the  child's  actions. 

"Well,  mother  used  to  live  here  and  she  tells  me  so  much 
about  it  I  just  Jiad  to  come  in  and  see  it,"  explained  the 
little  cherub  simply. 

The  owner  of  the  garden  paled,  as  he  said,  "Your  mother? 
Boy,  is  she  near  here?     What  is  her  name?" 

"Mother's  name  is  Marjorie,"  the  child  stated.  "Since 
Daddy  died  we  moved  back  here  to  Asherton  and  we  go  by 
here  every  day." 

"Sonny!  Sonny!"  an  anxious  but  sweet  voice  floated 
over  the  wall,  breaking  the  stricken  silence. 

"Here  comes  mother."  The  boy  scampered  down  to  the 
gate,  followed  by  the  man.  "I'll  get  tied  up  for  this.  Just 
you  wait  and  see." 

The  mother  came  to  the  gate  where  her  boy  was  endeavor- 


COMPOSITIONS  207 

iiig  to  get  out,  unable  to  squirm  through  either  from  the 
effects  of  the  strawberries  or  from  his  intense  excitement. 

"Sonny!  Father — ' — "  She  began  then  continued,  un- 
steadily, "Please  let  my  baby  out,  sir." 

"Here,  get  out,  you  brat,"  the  old  man  growled,  opening 
the  gate  to  let  the  culprit  out.  Then  he  paused  as  he  saw 
the  tears  coursing  down  the  woman's  thin  white  face  as 
she  held  her  boy. 

"Father,"  she  faltered,   "forgive " 

The  old  man  flung  wide  the  gate  to  his  home  and  heart. 

"]\Iargie,  girl,"  he  murmured  brokenly, 

"God  is  kind.     It  is  Springtime  again!" 

Irene  Persons 


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